BV  1468  .16  16  1924  v.l 

The  Indiana  survey  of 
religious  education 


Digitized  by  the  Internet  Archive 
in  2019  with  funding  from 
Princeton  Theological  Seminary  Library 


https://archive.org/details/indianasurveyofr01unse_0 


T 

* 


♦ 


The  Indiana  Survey  of  Religious  Education 

MADE  UNDER  THE  piRECTION  OF 

WALTER  S.  ATHEARN 


Volume  One:  THE  RELIGIOUS  EDUCATION  OF 
PROTESTANTS  IN  AN  AMERICAN  COMMONWEALTH 


The  Committee  on  Social  and  Religious  Surveys 
was  organized  in  January,  1921.  It  conducts  and 
publishes  studies  and  surveys  and  promotes  confer¬ 
ences  for  their  consideration.  The  Committee's  aim 
is  to  combine  the  scientific  method  with  the  religious 
motive.  It  cooperates  with  other  social  and  religious 
agencies ;  but  is  itself  an  independent  organization. 

The  Committee  is  composed  of:  John  R.  Mott , 
Chairman ;  Ernest  D.  Burton ,  Secretary ;  Ray¬ 
mond  B.  Fosdick,  Treasurer ;  James  L.  Barton, 
W.  H.  P.  Faunce  and  Kenyon  L.  Butterfield. 
Galen  M.  Fisher  is  Executive  Secretary.  The 
offices  are  at  370  Seventh  Avenue,  New  York  City. 


The  Indiana  Survey  of  Religious  Education:  One 


THE  RELIGIOUS  EDUCATION 
OF  PROTESTANTS  IN  AN 
AMERICAN  COMMONWEALTH 


WALTER  S.  ATHEARN 
E.  S.  EVENDEN 
W.  L.  HANSON 
WILLIAM  E.  CHALMERS 


ILLUSTRATED  WITH  CHARTS  AND  PHOTOGRAPHS 


NEW 


YORK 


GEORGE  H.  DORAN  COMPANY 


COPYRIGHT,  1923, 

BY  GEORGE  H.  DORAN  COMPANY 


THE  RELIGIOUS  EDUCATION  OF  PROTESTANTS  IN  AN  AMERICAN 

COMMONWEALTH.  I 


PRINTED  IN  THE  UNITED  STATES  OF  AMERICA 


PREFACE 


This  book  is  the  first  of  three  volumes  which  will  be 
issued  under  the  general  title:  “The  Indiana  Survey  of  Re¬ 
ligious  Education.”  This  survey  was  begun  under  the  auspices 
of  the  Interchurch  World  Movement  and  was  completed  by  the 
Committee  on  Social  and  Religious  Surveys.  There  has  been 
a  continuity  of  policy  and  of  directing  personnel  throughout 
the  entire  survey. 

This  volume  gives  an  exhaustive  analysis  of  the  quantity 
and  quality  of  the  religious  education  of  Protestants  in  the 
state  of  Indiana.  The  facts  herein  presented  should  enable 
the  Protestant  Christian  citizens  of  Indiana  to  inaugurate 
a  program  of  religious  education  for  that  state  which  will 
preserve  the  meritorious  features  of  the  present  system  and 
eliminate  elements  of  inefficiency  and  waste. 

Because  of  the  methods  of  analysis  and  interpretation  used 
in  this  survey  and  because  Indiana  may  be  said  to  represent  in 
a  general  way  a  large  section  of  the  United  States,  it  is  be¬ 
lieved  that  this  volume  will  be  of  great  value  to  religious 
leaders  of  other  states  and  to  technical  students  of  education 
who  are  projecting  similar  inquiries  in  other  sections  of  the 
country. 

The  introductory  chapters  recite  the  history  of  the  survey, 
and  give  its  objectives,  methods  and  conclusions.  Part  Two 
of  this  volume  discusses  the  church  buildings  of  Indiana.  It 
was  prepared  by  Dr.  E.  S.  Evenden,  of  Columbia  University, 
who,  in  collaboration  with  Dr.  N.  L.  Engelhardt  and  other 
members  of  the  survey  staff,  prepared  the  Interchurch 
Standards  for  Church  and  Religious  Education  Plants  and 

M 


PREFACE 


the  applicarion  of  these  standards  to  the  church  buildings  of 
Malden,  Massachusetts,  published  under  the  title,  “The  Malden 
Survey.”  Part  Four,  dealing  with  child-accounting  and  records, 
was  written  by  Prof.  W.  L.  Hanson,  the  assistant  director 
of  the  survey.  The  last  chapter  of  the  volume  was  prepared 
by  Dr.  William  E.  Chalmers,  Educational  Secretary  of  the 
American  Baptist  Publication  Society.  It  discusses  the 
denominational  supervision  and  promotion  of  religious  educa¬ 
tion  in  Indiana.  The  remainder  of  this  volume  was  prepared 
by  the  director. 

The  director  wishes  to  acknowledge  his  obligations  to  all 
members  of  the  survey  staff,  and  of  the  survey  teams ;  to  the 
members  of  consulting  committees;  to  the  hundreds  of  church 
and  Sunday  school  officials  in  Indiana  whose  cooperation  was 
essential  to  the  success  of  this  survey;  to  hundreds  of  religious 
leaders  who  have  assisted  in  standardizing  score-cards  and 
scales,  and  in  the  preparation  of  question  schedules;  to  his 
colleagues  in  the  Interchurch  World  Movement  and  the 
leaders  whose  vision  made  this  survey  possible ;  to  those  friends 
of  religious  education  whose  generous  help  has  enabled  this 
work  to  be  finished ;  to  the  several  advisory  committees  which 
have  rendered  valuable  assistance,  and  to  the  members  of  the 
Committee  on  Social  and  Religious  Surveys  whose  sympathetic 
cooperation  has  been  responsible  for  the  completion  of  the 
Indiana  Survey  of  Religious  Education. 

Special  acknowledgments  are  due  to  Dr.  John  W.  Withers, 
Dean  of  the  School  of  Education  of  New  York  University,  for 
his  great  assistance  as  consulting  director;  to  Messrs.  W.  L. 
Hanson,  J.  T.  Giles,  Ivan  S.  Nowlan  and  Mrs.  Elsie  P. 
Malmberg,  for  their  efficient  and  faithful  cooperation 
throughout  the  entire  survey;  to  Dr.  John  W.  Watson,  and 
Messrs.  Galen  M.  Fisher  and  J.  F.  Zimmerman  for  their 
cordial  cooperation  as  executive  agents  of  the  Committee  on 
Social  and  Religious  Surveys,  and  to  Messrs,  Stanley  Went, 
[vi] 


PREFACE 


R.  W.  McCulloch  and  A.  H.  Richardson  for  important 
editorial  and  technical  assistance. 

It  is  the  hope  of  the  authors  of  this  volume,  and  of  the 
survey  staff  who  have  assisted  in  its  preparation,  that  both 
its  contents  and  its  methods  may  be  vital  contributions  to  the 
solution  of  the  problems  of  American  religious  education. 

Walter  S.  Athearn, 

Director . 


[vii] 


CONTENTS 


Preface  . 

PART  ONE :  INTRODUCTION 

by  Walter  S.  Athearn 

CHAPTER 

I  Purpose,  Scope  and  Methods  of  the  Indiana 
Survey  of  Religious  Education  .... 

II  General  Summary  and  Recommendations  . 

PART  TWO:  CHURCH  SCHOOL  BUILDINGS 

BY  E.  S.  Evenden 

III  The  Church  Buildings  of  Indiana  .... 

IV  Suggestions  for  Future  Church  Building  in 

Indiana . 

PART  THREE:  THE  ORGANIZATION  AND  AD¬ 
MINISTRATION  OF  RELIGIOUS  EDUCATION 
IN  THE  LOCAL  CHURCH 

by  Walter  S.  Athearn 

V  Governing  Boards  and  Officials,  Time  Sched¬ 

ules  and  School  Relationships  .... 

VI  Organization  of  Sunday  Schools  .... 

VII  Devotional  and  Missionary  Organizations  for 
Children  and  Youth  in  the  Local  Church 

VIII  Non-Church  Organizations — The  Boy  Scouts 
of  America . 


•  •  •  •  • 


PAGE 

v 


35 

54 

93 

129 


155 

170 

196 

222 

237 


IX  Church  School  Finance  . 


[ix] 


CONTENTS 


PART  FOUR:  CHILD  ACCOUNTING  IN  THE 

SUNDAY  SCHOOL 


by  W.  L.  Hanson 

CHAPTER  PAGE 

X  Child  Accounting  in  the  Sunday  School  .  .  275 

XI  Records  and  Reports . 333 


PARI  FIVE:  TEACHERS  AND  SUPERVISION 

OF  TEACHING 

by  Walter  S.  Athearn 

XII  General  Qualifications  of  Indiana  Sunday 

School  Teachers . 357 

XIII  Education,  Professional  Preparation  for 

Teaching  and  Teaching  Experience  .  .  .  384 

XIV  Standards  and  Methods . 412 

XV  Classification  of  Indiana  Sunday  School 

Teachers . 428 

XVI  Supervision  of  Teaching . 444 

PART  SIX:  SUPERVISION  AND  PROMOTION 
OF  RELIGIOUS  EDUCATION 

by  Walter  S.  Athearn  and  William  E.  Chalmers 

XVII  The  Indiana  Sunday  School  Association — Its 

Organization  and  Its  Administrative  and 
Supervisory  Officers . 471 

XVIII  The  Indiana  Sunday  School  Association — Or¬ 
gans  and  Agencies  of  Supervision  and  Pro¬ 
motion  . : . 508 


M 


CONTENTS 


CHAPTER 

XIX  The  Indiana  Sunday  School  Association 
Budgets  and  Statistics . 

XX  The  International  Sunday  School  Associa¬ 
tion — An  Evaluation . 

XXI  Bible  Study  for  Credit  in  the  Indiana  High 
Schools . 

XXII  Denominational  Supervision  and  Promotion 
of  Religious  Education  in  Indiana  . 


Index 


[xi] 


PAGE 

529 

540 

543 

552 

563 


ILLUSTRATIONS 


I  PART  OF  THE  EXTERIOR  OF  THE  LEONIA  METHODIST 
EPISCOPAL  CHURCH,  LEONIA,  N.  J . 

II  THE  INNER  COURT  AND  FOUNTAIN  OF  THE  FOURTH 
PRESBYTERIAN  CHURCH,  CHICAGO,  ILL . 

Ill  THE  CLOISTER  GARTH  OF  THE  CHAPEL  OF  THE  INTER¬ 
CESSION,  TRINITY  CHURCH,  NEW  YORK  CITY  . 

IV  A  CHAPEL  OF  THE  FLATBUSH  CONGREGATIONAL  CHURCH, 
BROOKLYN,  NEW  YORK . 

V  THE  CHAPEL  OF  THE  INTERCESSION,  TRINITY  CHURCH, 
NEW  YORK  CITY . 

VI  THE  EXTERIOR  OF  THE  FOURTH  PRESBYTERIAN  CHURCH, 
CHICAGO,  ILL . 

VII  THE  EXTERIOR  OF  THE  THIRD  PRESBYTERIAN  CHURCH, 
ROCHESTER,  NEW  YORK . 

VIII  THE  LAKEWOOD  CONGREGATIONAL  CHURCH,  LAKEWOOD, 
OHIO . 

IX  EXTERIOR  OF  THE  MANSE  OF  THE  FOURTH  PRESBYTERIAN 
CHURCH,  CHICAGO,  ILL . 

X  THE  CORRIDOR  AND  FOYER  ARRANGEMENT  OF  THE  LAKE 
AVENUE  MEMORIAL  BAPTIST  CHURCH,  ROCHESTER, 
N.  Y . 

XI  CLOISTER  OF  THE  CHAPEL  OF  THE  INTERCESSION, 
TRINITY  CHURCH,  NEW  YORK  CITY . 

XII  THE  OLD  AUDITORIUM  OF  THE  LAKE  AVENUE  MEMORIAL 
BAPTIST  CHURCH,  ROCHESTER,  N.  Y . 

XIII  THE  REMODELLED  AUDITORIUM  OF  THE  LAKE  AVENUE 
MEMORIAL  BAPTIST  CHURCH,  ROCHESTER,  N.  Y.  . 

XIV  THE  INTERIOR  OF  THE  FOURTH  PRESBYTERIAN  CHURCH 
OF  CHICAGO,  ILL . 

XV  THE  PIPE  ORGAN  OF  THE  CHAPEL  OF  THE  INTERCESSION, 
TRINITY  CHURCH,  NEW  YORK  CITY . 

[Xiii] 


PAGE 

94 

94 

94 

95 
95 
95 

no 

no 

no 

in 

in 

126 

126 

126 

127 


ILLUSTRATIONS 


PAGE 

xvi  st.  mary’s  chapel,  chapel  of  the  intercession, 

TRINITY  CHURCH,  NEW  YORK  CITY . 127 

XVII  THE  CHURCH  BOARD  ROOM  OF  THE  LAKE  AVENUE  MEMO¬ 
RIAL  BAPTIST  CHURCH,  ROCHESTER,  N.  Y . I42 

XVIII  THE  CHURCH  PARLOR  AND  RECEPTION  ROOM  FOR  THE 
LAKE  AVENUE  MEMORIAL  BAPTIST  CHURCH,  ROCHES¬ 
TER,  N.  Y . 142 

XIX  THE  PARLORS  OF  THE  FIRST  BAPTIST  CHURCH,  MALDEN, 

MASS . 143 

XX  A  CORNER  OF  THE  PASTOR’S  STUDY  IN  THE  THIRD  PRES¬ 
BYTERIAN  CHURCH,  ROCHESTER,  N.  Y . I43 

XXI  SECTION  OF  THE  CHURCH  OFFICE  FOR  THE  LAKE  AVENUE 

MEMORIAL  BAPTIST  CHURCH,  ROCHESTER,  N.  Y.  .  .  I43 

XXII  THE  RELIGIOUS  EDUCATION  BUILDING  OF  THE  FIRST  BAP¬ 
TIST  CHURCH,  MALDEN,  MASS . 150 

XXIII  THE  RELIGIOUS  SCHOOL  ASSEMBLY  ROOM  FOR  THE 

FOURTH  PRESBYTERIAN  CHURCH,  CHICAGO,  ILL.  .  .  I50 

XXIV  THE  JUNIOR  DEPARTMENT  OF  THE  LAKE  AVENUE  MEMO¬ 

RIAL  BAPTIST  CHURCH,  ROCHESTER,  N.  Y . I50 

XXV  ONE  CORNER  OF  THE  KINDERGARTEN  ROOM  OF  THE  LAKE 


AVENUE  MEMORIAL  BAPTIST  CHURCH,  ROCHESTER, 

N.  Y . 151 

XXVI  THE  PRIMARY  ROOM  OF  THE  LAKE  AVENUE  MEMORIAL 

BAPTIST  CHURCH,  ROCHESTER,  N.  Y . I5I 


XXVII  THE  DOMESTIC  SCIENCE  LABORATORY  OF  THE  FOURTH 

PRESBYTERIAN  CHURCH,  CHICAGO,  ILL . I5I 

XXVIII  THE  OUTER  OFFICE  OF  THE  SUPERINTENDENT  OF  THE 
RELIGIOUS  SCHOOL  OF  THE  LAKE  AVENUE  MEMORIAL 


BAPTIST  CHURCH,  ROCHESTER,  N.  Y . 151 

XXIX  THE  DINING  ROOM  IN  THE  THIRD  PRESBYTERIAN 

CHURCH,  ROCHESTER,  N.  Y . I58 


XXX  SERVING  ROOM  FOR  THE  KITCHEN  AND  DINING  ROOM  OF 

THE  THIRD  PRESBYTERIAN  CHURCH,  ROCHESTER,  N.  Y.  1 58 

XXXI  KITCHEN  OF  THE  FIRST  BAPTIST  CHURCH  OF  MALDEN, 

MASS . I58 

XXXII  THE  KITCHEN  EQUIPMENT  FOR  THE  LAKE  AVENUE 

MEMORIAL  BAPTIST  CHURCH,  ROCHESTER,  N.  Y.  .  .  1 58 


ILLUSTRATIONS 


XXXIII 

THE  AMERICAN  LEGION  CLUB  ROOM  OF  THE  THIRD 
CHRISTIAN  CHURCH,  INDIANAPOLIS,  IND . 

PAGE 

159 

XXXIV 

THE  MEN’S  CLUB  ROOM  AND  READING  ROOM  OF  THE 
PRESBYTERIAN  BRICK  CHURCH  INSTITUTE,  ROCHES¬ 
TER,  N.  Y . 

159 

XXXV 

THE  WOMEN’S  CLUB  RECEPTION  ROOM  OF  THE  FOURTH 
PRESBYTERIAN  CHURCH  OF  CHICAGO,  ILL . 

159 

XXXVI 

GIRLS’  CLUB  ROOM  OF  THE  FOURTH  PRESBYTERIAN 
CHURCH,  CHICAGO,  ILL . 

159 

XXXVII 

THE  CHURCH  PARLORS,  LOOKING  SOUTH,  OF  THE  THIRD 
PRESBYTERIAN  CHURCH,  ROCHESTER,  N.  Y.  ... 

174 

XXXVIII 

THE  CHURCH  PARLORS,  LOOKING  NORTH,  OF  THE  THIRD 
PRESBYTERIAN  CHURCH,  ROCHESTER,  N.  Y.  ... 

174 

XXXIX 

THE  MEN’S  GUILD  ROOM  OF  THE  THIRD  PRESBYTERIAN 
CHURCH,  ROCHESTER,  N.  Y . 

174 

XL 

THE  MEN’S  CLUB  AND  RECEPTION  ROOM  OF  THE  FOURTH 
PRESBYTERIAN  CHURCH  OF  CHICAGO,  ILL . 

174 

XLI 

THE  MEN’S  CLUB  LIBRARY  OF  THE  FOURTH  PRESBYTE¬ 
RIAN  CHURCH,  CHICAGO,  ILL . 

174 

XLII 

THE  GYMNASIUM  AND  SOCIAL  ROOM  FOR  LAKE  AVENUE 
MEMORIAL  BAPTIST  CHURCH,  ROCHESTER,  N.  Y.  . 

175 

XLIII 

ONE  CORNER  OF  THE  GYMNASIUM  IN  THE  LEONIA 
METHODIST  EPISCOPAL  CHURCH,  LEONIA,  N.  J.  . 

175 

XLIV 

THE  GYMNASIUM  OF  THE  FOURTH  PRESBYTERIAN 
CHURCH,  CHICAGO,  ILL . 

175 

XLV 

SPENCER  COUNTY,  INDIANA,  SUNDAY-SCHOOL  EXHIBIT 
AT  COUNTY  FAIR,  ROCKPORT . 

528 

XLVI 

PINE  GROVE  METHODIST  EPISCOPAL  CHURCH,  WHITE 
COUNTY,  INDIANA . 

528 

CHARTS  AND  TABLES 


CHARTS 

PAGE 

I  Distribution  of  religious  denominations  in  the  United 

States  and  in  Indiana . 43 

II  Map  of  Indiana . 44 

III  Score-card  for  a  city  church  and  religious  education  plant  9 7 

IV  The  time  of  day  at  which  238  Sunday  schools  hold  their 

Sunday  sessions . 166 

V  Distribution  of  214  Indiana  Sunday  schools  by  enrollment  171 

VI  Distribution  of  214  Indiana  Sunday  schools  by  average 

attendance . 171 

VII  Plan  of  organization  of  250  Indiana  Sunday  schools  .  177 

VIII  Types  of  lesson  systems  used  in  Indiana  Sunday  schools 
reporting  on  lesson  systems  for  the  years  1911-19  in¬ 
clusive  . 178 

IX  Percentage  of  193  Sunday  schools  using  graded  lessons 
only,  ungraded  lessons  only,  or  both  graded  and  un¬ 
graded  lessons  for  the  calendar  years  1911-19  inclusive  179 

X  151  Indiana  Sunday  schools  distributed  with  reference  to 
present  enrollment,  designated  age-groups  and  the  per¬ 
centage  using  graded  lessons  for  the  years  1911-19  in¬ 
clusive  . 182 

XI  Distribution  of  2,554  organized  and  unorganized  classes 

by  departmental  groups . 189 

XII  Sex-segregation  in  2,554  Sunday  school  classes  distributed 

by  departmental  groups . 190 

XIII  Distribution  of  333  church  societies  for  children  and 

youth  in  256  Indiana  churches . 205 

XIV  Distribution  of  240  church  societies  for  children  and 

youth  as  to  type  and  age-group . 207 

XV  Age-sex  distribution  of  membership  of  85  senior,  12 

intermediate  and  21  junior  devotional  societies  .  .  .  208 

XVI  Marital  state  of  senior  devotional  groups . 210 

XVII  Age-sex  distribution  of  members  of  20  senior,  23  inter¬ 
mediate  and  35  junior  missionary  societies  ....  214 

[xvii] 


CHARTS  AND  TABLES 


XVIII  Age  distribution  of  Boy  Scouts  in  Indiana  and  in  the 
United  States  as  a  whole . 

XIX  Distribution  of  522  Indiana  Boy  Scouts  as  to  Scout  rank 

XX  Persistency  of  membership  of  6,843  Boy  Scouts  from  34 
states  and  the  District  of  Columbia  enrolled  in  the 
Boy  Scouts  of  America  for  the  first  time  in  1915  . 

XXI  Distribution  of  meeting  places  of  Boy  Scouts  in  the 
United  States  from  1915  to  1919 . 

XXII  Sources  of  income  of  199  Indiana  Sunday  schools  .  . 

XXIII  Percentage  of  total  expenditures  of  199  Indiana  Sunday 

schools  during  a  twelve-month  period  spent  for  (a) 
support  of  local  school  and  (b)  for  support  of  other 
religious  work . 

XXIV  Percentage  of  total  amount  expended  for  local  school 

and  other  religious  work  during  a  twelve-month  period 
by  199  Indiana  Sunday  schools . 

XXV  What  199  churches  pay  out  of  church  treasuries  for 
the  support  of  their  Sunday  schools,  and  the  amount 
received  by  the  same  churches  from  Sunday  school 
treasuries  for  the  support  of  the  churches  .... 

XXVI  Relative  expenditure  for  education  by  twenty-four  In¬ 
diana  churches  and  by  the  municipalities  in  which  the 
churches  are  located . 

XXVII  The  percentages  of  population  living  in  rural  and  urban 
communities  for  two  Indiana  counties,  compared  with 
the  percentages  which  the  rural  and  urban  Sunday 
school  enrollments  are  of  the  total  Sunday  school  en¬ 
rollment  in  these  same  counties . 


XXVIII  The  number  and  percentage  of  the  rural  and  urban  pop¬ 
ulations  under  25  years  of  age  enrolled  in  Sunday 
schools  in  two  Indiana  counties . 

XXIX  The  percentage,  the  male  enrollment,  and  the  female  en¬ 
rollment  respectively  are,  of  the  total  enrollment  in 
rural  and  urban  Sunday  schools . 

XXX  20,598  persons  under  25  years  of  age  enrolled  in  Indiana 
Sunday  schools  distributed  by  ages,  compared  with  age 
distribution  in  East  Orange  and  Washington  Surveys 
and  with  the  3  per  cent,  sampling  of  validated  ages  . 

XXXI  Age  distribution  of  20,598  Indiana  Sunday  school  pupils 

XXXII  16,704  Indiana  Sunday  school  pupils  in  urban  communi¬ 
ties  distributed  with  reference  to  age  and  sex  of  pupils 

XXXIII  3,894  Indiana  Sunday  school  pupils  in  rural  communities 
distributed  by  age  and  sex  of  pupils . 

[xviii] 


PAGE 

224 

226 

228 

231 

241 

243 

256 

26l 

267 

280 

281 

282 

286 

287 

292 


293 


CHARTS  AND  TABLES 


XXXIV 

XXXV 

XXXVI 

XXXVII 

XXXVIII 

XXXIX 

XL 

XLI 

XLII 
XLI  1 1 

XLIV 

XLV 

XL  VI 
XLVII 
XLVIII 
XLIX 


Amount  of  elimination  with  respect  to  age  in  public 
schools  and  in  Indiana  Sunday  schools . 

Percentage  of  pupils,  under  25  years  of  age,  in  urban 
Sunday  schools,  who  report  themselves  as  members  of 
“no  church,”  “this  church,”  or  “some  other  church”  . 

Percentage  of  pupils,  under  25  years  of  age,  in  rural 
Sunday  schools,  who  report  themselves  as  members  of 
“no  church,”  “this  church,”  or  “some  other  church”  . 

Percentage  of  male  and  female  Sunday  school  pupils 
under  25  years  of  age  in  rural  and  urban  communities 
who  report  themselves  as  members  of  “no  church,” 
“this  church,”  or  “some  other  church” . 

Enrollment  of  urban  Sunday  school  pupils  of  each  age 
from  12  to  24  years,  distributed  with  respect  to  the 
number  of  each  age  who  report  themselves  as  members 
of  “no  church,”  “this  church,”  or  “some  other  church” 

Percentage  of  rural  and  urban  Sunday  school  pupils  in 
different  age-groups  who  are  members  of  organized 
classes  . .  . 

Percentage  of  Sunday  schools  of  rural  and  urban  com¬ 
munities  holding  sessions  on  every  Sunday  in  the  year, 
and  for  varying  parts  of  the  year . 

Number  of  days  for  which  an  attendance  record  was 
secured  for  Sunday  school  pupils  using  graded  lessons, 
and  for  those  using  ungraded  lessons . 

Percentage  of  pupils  attending  Sunday  school  for  the 
number  of  Sundays  indicated . 

The  per  cent,  of  attentance  of  pupils  using  graded  lesson 
material  compared  with  the  per  cent,  of  attendance  of 
pupils  using  ungraded  lesson  material . 

Percentage  of  2,263  Sunday  school  pupils  attending  for 
various  portions  of  the  Sunday  school  year  compared 
with  the  percentage  of  14,137  public  school  pupils  at¬ 
tending  for  similar  fractions  of  the  public  school  year 

Percentage  of  the  total  enrollment  in  the  public  schools 
of  Jefferson  and  Clinton  Counties,  Indiana,  in  daily 
attendance  for  the  school  year,  compared  with  the 
percentage  of  attendance  for  the  Sunday  schools  in 
the  same  counties . 

A  sample  page  from  a  Sunday  school  record  book  . 

Specimen  of  Sunday  school  cumulative  card  for  the  pupil 

Specimen  of  public  school  cumulative  card  for  the  pupil 

Sex  distribution  of  2,072  Indiana  Sunday  school  teachers 

[xix] 


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308 

311 

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320 

323 

324 
334 

337 

338 
359 


2 


CHARTS  AND  TABLES 


PAGE 

L  Occupations  of  1,938  Indiana  Sunday  school  teachers  .  361 

LI  1,998  Indiana  Sunday  school  teachers  distributed  with 

reference  to  the  place  where  the  teacher  was  reared  .  362 

LII  Comparative  ages  of  Sunday  school  teachers  and  public 

school  teachers  in  Indiana . 364 

LIII  Ages  of  2,073  rural  and  urban  Sunday  school  teachers  .  368 

LIV  Age  of  beginning  teaching  of  1,994  Indiana  Sunday 
school  teachers  and  16,216  Indiana  public  school 
teachers . 369 

LV  1,961  Indiana  Sunday  school  teachers  distributed  with 

respect  to  age  of  beginning  teaching  in  a  Sunday  school  370 

LVI  Ages  at  which  2,302  Indiana  Sunday  school  teachers  and 


officials  united  with  the  church . 373 

LVII  Comparison  of  ages  joining  church  of  2,303  Indiana 
Sunday  school  teachers  and  officers  with  the  ages  of 
joining  church  of  272  members  of  the  Rock  River, 
Illinois,  Conference . 373 


LVIII  Ages  of  joining  church  of  6,194  persons  from  five 

Protestant  denominations  in  1922 . 376 

LIX  Composite  graph  showing  Indiana  Sunday  school  en¬ 
rollment,  public  school  enrollment  for  United  States, 
and  age  of  joining  church  of  6,194  persons  .  .  .  377 

LX  1,867  Indiana  Sunday  school  teachers  distributed  with 
reference  to  sex  of  teachers  and  years  of  general 


education . 385 

LXI  1,689  Indiana  Sunday  school  teachers  distributed  with 
reference  to  the  number  of  years  the  teacher  has  taught 
in  a  Sunday  school . 408 

LXII  1,374  Indiana  Sunday  school  teachers  rated  on  a  per¬ 
centage  basis  involving  general  education,  pro¬ 
fessional  training  and  teaching  experience  (see  Table 
CXXXVIII) . 410 


LXIII  Percentages  of  Indiana  public  school  teachers  “above,” 
“below”  and  “just  meeting”  the  minimum  standards 
for  rural  public  school  teachers  compared  with  the 
percentages  of  Indiana  Sunday  school  teachers  sur¬ 
veyed  “above,”  “below,”  and  “just  meeting”  equivalent 
standards . 439 

LXIV  Executive  organization  of  the  Indiana  Sunday  School 

Association . 478 

LXV  Supervisory  system  of  the  International  Sunday  School 

Association . 504 


LXVI  Number  of  registered  delegates  at  Indiana  State  Sunday 

School  Conventions  from  1909  to  1921,  inclusive  .  .  509 


1 


CHARTS  AND  TABLES 

FAGS 

LXVII  A  comparison  of  the  number  of  pupils  enrolled,  the 
number  of  teachers  and  officers  employed  in  the 
Protestant  Christian  Sunday  schools  of  Indiana,  with 
the  total  population  of  the  state  for  stated  periods 
from  1878  to  1919,  inclusive . 535 

LXVIII  Number  of  persons  writing  examinations  for  credit  under 
the  Board  of  Control  for  Bible  Study  Credit  in  In¬ 
diana  high  schools  and  the  number  making  passing 
grades  during  the  five  academic  years  beginning  with 
1916-17  and  ending  with  1920-21 . 549 


TABLES 

I  Distribution  of  church  members  in  the  United  States 
and  Indiana  by  principal  denominations  (U.  S.  Re¬ 


ligious  Census  1916)  .  42 

II  Distribution  of  churches  surveyed  by  types  of  com¬ 
munities  . 45 

III  Distribution  of  churches  surveyed  by  denominational 

groups . 46 


IV  Twenty-five  church  and  religious  education  plants 
of  Indiana  arranged  in  order  of  rank  for  total  scores 
allotted. — Showing  distributed  scores  on  the  main 
items  of  the  score-card  as  compared  with  the  total 
possible  score  for  each  main  item . 102 

V  Twenty-five  church  and  religious  education  plants  of 
Indiana  distributed  over  percentage  ranges  of  effici¬ 
ency  as  measured  by  the  score-card  based  on  scores 
allotted  on  six  of  the  major  items . 104 

VI  Sixteen  selected  church  and  religious  education  plants 
in  Indiana  arranged  in  order  of  rank  for  total 
scores  allotted. — Showing  distributed  scores  on  the 
main  items  of  the  score-card  as  compared  with  the 
total  score  for  each  main  item . 105 

VII  Twelve  selected  church  and  religious  education  plants 
scoring  above  750  in  several  cities,  arranged  in 
order  of  rank  for  total  scores  allotted. — Showing 
distributed  scores  on  the  main  items  of  the  score-card 
as  compared  with  the  total  possible  score  for  each 
main  item . 107 

VIII  Twenty-five  church  and  religious  education  plants 
of  Indiana  arranged  in  order  of  rank  for  total  scores 
allotted  on  eight  selected  items  of  the  score-card. — 
Showing  distributed  scores  on  these  selected  items  as 
compared  with  the  total  possible  score  for  each  item  108 

[xxi] 


J 


CHARTS  AND  TABLES 


PAGE 

IX  Twenty-five  church  and  religious  education  plants 
of  Indiana  arranged  in  order  of  per  cent,  of  total 
score  allotted  on  eight  selected  items  of  the  score- 
card. — Showing  percentages  allotted  on  each  of  the 
several  selected  items . 112 


X  Detailed  scores  for  twenty-five  church  and  religious 
education  plants  of  Indiana  arranged  in  order  of  rank 
for  total  scores  allotted. — Showing  distributed  scores 
on  the  main  items  and  the  principal  subdivisions  of 
the  score-card . 118 

XI  The  powers  and  duties  of  governing  bodies  and  officials 

in  256  Indiana  Sunday  schools . 162 

XII  The  type,  contents  and  frequency  of  reports  made  to 
officers  or  supervising  bodies  in  the  local  church  or 
Sunday  school . 165 

XIII  Enrollment  and  average  attendance  in  214  Indiana  Sun¬ 
day  schools . 170 


XIV  Distribution  of  93  Indiana  Sunday  schools  having  an 

enrollment  of  less  than  100  pupils . 172 

XV  Distribution  of  140  Indiana  Sunday  schools  having  an 

average  attendance  of  less  than  100  pupils  ....  172 

XVI  The  number  of  regular  teachers  per  school  in  249 
Indiana  Sunday  schools  distributed  with  reference  to 


rural  and  urban  location . 173 

XVII  The  number  of  substitute  or  supply  teachers  per  school 
in  218  Indiana  Sunday  schools  distributed  with  ref¬ 
erence  to  rural  and  urban  location . 174 


XVIII  The  number  of  general  school  officers  per  school  and 
total  number  of  general  school  officers  in  252  In¬ 
diana  rural  and  urban  Sunday  schools . 175 

XIX  The  departmental  organization  and  number  of  depart¬ 
ments  in  each  school  (exclusive  of  Cradle  Roll  and 


Home  Departments)  in  250  Indiana  Sunday  schools 
distributed  with  reference  to  rural  and  urban  location  176 

XX  Types  of  lesson  systems  used  in  Indiana  Sunday  schools 
reporting  on  lesson  systems  for  the  years  1911  to 
1919  inclusive . 178 

XXI  Types  of  lesson  systems  in  193  Sunday  schools  which 
report  the  lesson  systems  used  for  the  calendar  years 
1911-1919,  inclusive . 179 


XXII  193  Indiana  Sunday  schools  distributed  with  reference 
to  the  gradation  of  the  lesson  systems  used  by  pupils 
of  various  ages  during  the  calendar  years  1911-1919 
inclusive,  and  size  of  the  school  > . 180 


[xxii] 


CHARTS  AND  TABLES 


XXIII 

XXIV 

XXV 

XXVI 

XXVII 

XXVIII 

XXIX 

XXX 

XXXI 

XXXII 

XXXIII 

XXXIV 

XXXV 

XXXVI 

XXXVII 

XXXVIII 


The  number  of  departmental  teachers’  meetings  held 
during  one  year  by  216  Indiana  Sunday  schools,  dis¬ 
tributed  with  references  to  the  rural  and  urban  loca¬ 
tion  of  the  schools . 

Distribution  of  departmental  social  and  business  meet¬ 
ings  for  teachers  and  officers,  and  pupils  in  250  In¬ 
diana  Sunday  schools . 

The  number  of  departmental  officers  per  school  in  224 
Indiana  Sunday  schools  distributed  with  reference 
to  rural  and  urban  location  of  the  schools  . 

The  number  of  organized  and  unorganized  classes  per 
department  and  sex  of  pupils  in  the  class,  in  251 
Indiana  Sunday  schools  distributed  with  reference  to 
age  of  pupils  entering  the  department  and  range  of 
ages  in  departments . 

Age-sex  distribution  and  marital  state  of  members  of 
85  senior  devotional  societies . 

Age-sex  distribution  of  12  intermediate  devotional  so¬ 
cieties  . 

Age-sex  distribution  of  21  junior  devotional  societies 

Age-sex  distribution  of  20  senior  missionary  societies 

Age-sex  distribution  of  23  intermediate  missionary 
societies  . 

Age-sex  distribution  of  35  junior  missionary  societies 

Membership  and  attendance  in  devotional  and  mission¬ 
ary  societies . 

The  religious  denomination  or  organization  with  which 
577  Boy  Scouts  in  Indiana  were  affiliated  .... 

Ages  of  7,480  Boy  Scouts  in  309  troops  studied  from 
the  records  at  National  Boy  Scouts  Headquarters,  28 
troops  surveyed  in  Massachusetts,  New  York  and 
New  Jersey,  and  30  troops  surveyed  in  Indiana  . 

The  age  of  Scout  in  years  and  present  grade  in  school 
as  shown  by  age-grade  distribution  of  456  Indiana 
Boy  Scouts  and  432  Boy  Scouts  in  4  cities  and  1 
county  outside  of  Indiana . 

The  age  of  Scout  in  years  and  present  grade  in  school 
as  shown  by  age-grade  distribution  of  888  Boy  Scouts 
in  58  troops  active  in  1920 . 

Ranking  of  612  Boy  Scouts  active  in  1919  taken  from 
records  in  National  Boy  Scout  Headquarters;  525  Boy 
Scouts  in  4  cities  and  1  county  outside  of  Indiana 
active  in  1920;  and  522  Indiana  Boy  Scouts  active 
in  1920  . 


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226 


[xxiii] 


227 


CHARTS  AND  TABLES 


PAGE 

XXXIX  The  age  of  Scout  in  years  and  Scout  rank  of  522 

Indiana  Boy  Scouts . 227 

XL  Length  of  membership  of  577  Indiana  Boy  Scouts  .  .  229 

XLI  Persistence  of  membership  of  6,843  Boy  Scouts  enter¬ 
ing  309  troops  in  34  states  and  District  of  Columbia, 
in  1915 . 230 

XLII  Meeting  places  of  the  Boy  Scout  troops  in  the  United 

States  by  years  and  percentages . 232 

XLIII  Education  of  Scout  Masters  in  the  United  States  (by 

years  and  by  percentages  of  totals) . 233 

XLIV  Groups  from  which  Scout  Masters  were  recruited  (by 

years  and  percentages  of  totals) . 234 

XLV  Occupation  of  Scout  Masters  in  the  United  States  (by 

years  and  percentages  of  totals) . 234 


XLVI  Marital  state  of  Scout  Masters  in  the  United  States  .  235 


XLVII  Church  preferences  of  Scout  Masters  in  the  United 

States  (by  years  and  percentages  of  totals)  .  .  .  235 

XLVIII  Receipts  and  expenditures  of  199  Indiana  Sunday  school 

treasurers  for  one  year . 240 

XLIX  Total  amount  expended  by  199  Indiana  Sunday  schools 
during  a  twelve-month  period  distributed  with  refer¬ 
ence  to  the  major  purposes  for  which  the  money  was 
expended . 242 


L  Per  cent  of  total  expenses  for  various  items  of  the 

budgets  of  103  American  cities . 243 

LI  The  amount  of  money  (not  including  salaries)  ex¬ 
pended  per  Sunday  school  for  the  support  of  the 
local  school  as  shown  by  the  distribution  of  the 
expenditures  of  199  Indiana  Sunday  schools  .  .  .  245 

LII  The  amount  of  money  expended  for  salaries  of  local 

school  workers  by  199  Indiana  Sunday  schools  .  .  246 


LIII  The  amount  of  money  expended  per  Sunday  school  for 
record  books,  report  cards,  stationery,  etc.,  used  by 
local  officers  and  teachers  of  198  Indiana  Sunday 
schools . .* . 247 

LIV  The  amount  of  money  expended  per  Sunday  school  for 
services  of  supervisors,  musicians,  etc.,  in  199  Indiana 
Sunday  schools . 247 


LV  The  amount  of  money  expended  per  Sunday  school 
for  textbooks,  lesson  helps,  papers  and  supplies  used 
in  teaching  as  shown  by  expenditures  of  199  Indiana 
Sunday  schools . . 249 

[xxiv] 


CHARTS  AND  TABLES 


LVI 

LVII 

LVI  II 

LIX 

LX 

LXI 

LXII 

LXIII 

LXIV 

LXV 

LXVI 

LXVII 

LXVIII 

LXIX 


The  amount  of  money  expended  per  pupil  in  average 
attendance  for  textbooks,  lesson  helps,  papers  and 
supplies  used  in  teaching  in  160  Indiana  Sunday 
schools  distributed  with  reference  to  rural  or  urban 
location  of  the  Sunday  school . 

Per  capita  cost  of  public  school  textbooks  (elementary 
and  high  school)  based  on  total  enrollment  in  nine 
free  textbook  states . 

The  amount  of  money  expended  for  the  support  of  the 
local  church  by  199  Indiana  Sunday  schools  dis¬ 
tributed  as  to  rural  or  urban  location  of  the  schools 

The  amount  of  money  contributed  to  missionary  edu¬ 
cational  and  other  general  boards  of  the  denomination 
by  199  Indiana  Sunday  schools  distributed  with  refer¬ 
ence  to  rural  or  urban  location  of  the  schools  . 

The  amount  of  money  contributed  to  interdenomina¬ 
tional,  educational,  or  missionary  organizations  by 
199  Indiana  Sunday  schools . 

The  amount  of  money  contributed  for  other  benevo¬ 
lent  enterprises  within  foreign  lands  (not  included 
in  Tables  LIX  and  LX)  by  197  Indiana  Sunday 
schools . 

The  amount  of  money  expended  for  the  support  of 
other  religious  work  in  the  community  by  199  In¬ 
diana  Sunday  schools . 

The  amount  of  money  expended  for  the  support  of 
other  religious  work  in  the  nation  by  199  Indiana 
Sunday  schools . 

The  amount  of  money  received  during  the  last  fiscal 
year,  from  regular  class  and  individual  contribu¬ 
tions  by  199  Indiana  Sunday  schools . 

The  amount  of  money  received  during  the  last  fiscal 
year  from  special  collections  for  special  purposes  by 
199  Indiana  Sunday  schools . 

The  amount  of  money  received  during  the  last  fiscal 
year  from  the  local  church  treasury  by  199  Indiana 
Sunday  schools . 

The  amount  of  money  received  during  the  last  fiscal 
year,  from  concerts,  entertainments,  suppers,  etc.,  by 
199  Indiana  Sunday  schools  ........ 

Comparison  of  total  church  budgets  and  church  school 
budgets  of  twenty-four  Indiana  churches  .... 

27,849  Indiana  Sunday  school  pupils  distributed  with 
reference  to  sex  of  pupil  and  rural  or  urban  Sunday 
school  in  which  the  pupil  is  enrolled . 

[xxv] 


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257 

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264 

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265 

266 

267 

282 


CHARTS  AND  TABLES 


LXX 

LXXI 

LXXII 

LXXIII 

LXXIV 

LX  XV 

LXXVI 

LXX VI I 
LXXVII 
LXXIX 
LXXX 

LXXXI 

LXXXII 

LXXXIII 

LXXXIV 


Rural  population  under  25  years  of  age  in  Clinton  and 
Jefferson  Counties  distributed  as  to  sex  and  enroll¬ 
ment  in  Sunday  schools . 

Urban  population  under  25  years  of  age  in  Clinton  and 
Jefferson  counties  distributed  as  to  sex  and  enroll¬ 
ment  in  Sunday  school  . 

20,598  Indiana  Sunday  school  pupils  distributed  with 
reference  to  their  ages  reported  on  the  question  blank 
arranged  for  comparison  with  801  of  the  same  pupils 
(approximately  a  3  per  cent  sampling)  whose  ages 
were  checked  against  the  ages  given  in  the  public 
school  census  and  public  school  records . 

187  Sunday  school  pupils  who  report  their  ages  incor¬ 
rectly,  distributed  with  respect  to  whether  or  not 
they  are  older  or  younger  than  the  reported  age  . 

Age  and  sex  of  20,598  Indiana  Sunday  school  pupils  in 
rural  and  urban  communities  (27,849  pupils  returned 
blanks  of  which  20,598  or  73.96  per  cent  reported 
their  ages)  . 

Age  and  sex  of  16,704  Indiana  Sunday  school  pupils  in 
urban  communities  (23,283  pupils  returned  blanks  of 
which  16,704  or  71.73  per  cent  reported  their  ages)  . 

Age  and  sex  of  3,894  Indiana  Sunday  school  pupils  in 
rural  communities  (4,566  pupils  returned  blanks  of 
which  3,894  pupils  or  85.28  per  cent  reported  their  ages) 

Sex,  age  and  church  membership  of  14,920  Indiana 
Sunday  school  pupils . 

Age,  sex  and  church  membership  of  12,145  Indiana 
Sunday  school  pupils  in  urban  communities  . 

Age,  sex  and  church  membership  of  2,775  Indiana  Sun 
day  school  pupils  in  rural  communities . 

12,145  pupils  in  Indiana  urban  Sunday  schools  distrib¬ 
uted  with  respect  to  age  (by  5  year  age  groups)  and 
their  relation  to  the  church . 

2,777  pupils  in  Indiana  rural  Sunday  schools  distributed 
with  respect  to  age  (by  5  year  age  groups)  and  their 
relation  to  the  church . 

Ages  and  relationship  to  organized  classes  of  20,437 
Indiana  Sunday  school  pupils  in  both  rural  and 
urban  communities . 

Ages  and  relationship  to  organized  classes  of  3,871 
Indiana  rural  Sunday  school  pupils . 

Ages  and  relationship  to  organized  classes  of  16,566 
Indiana  urban  Sunday  school  pupils . 


PAGE 

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285 

288 

289 

290 

291 

297 

298 

299 

300 

300 

305 

305 

305 


[xxvi] 


CHARTS  AND  TABLES 


LXXXV 

LXXXVI 

LXXXVII 

LXXXVIII 

LXXXIX 

XC 

XCI 

XCII 

XCIII 

XCIV 

xcv 

XCVI 

XCVII 


252  Indiana  Sunday  schools  distributed  with  reference 
to  the  number  of  Sundays  in  a  year  that  the  Sunday 
school  was  in  session . 

16,918  Indiana  Sunday  school  pupils  distributed  with 
reference  to  the  number  of  days  for  which  an  at¬ 
tendance  record  was  secured  for  each  pupil,  and  the 
gradation  of  the  lessons  used  by  the  pupil  .... 

9,998  Indiana  Sunday  school  pupils  in  both  rural  and 
urban  communities  distributed  with  reference  to  the 
gradation  of  the  lesson  systems  used  by  the  pupil 
and  the  number  of  days  the  pupil  attended  Sunday 
school  out  of  13  Sundays . 

2,552  Indiana  Sunday  school  pupils  in  rural  and  urban 
communities  distributed  with  reference  to  the  grada¬ 
tion  of  lesson  systems  used  by  the  pupil,  and  the 
number  of  days  the  pupil  attended  Sunday  school 
out  of  26  Sundays  . 

2,263  Indiana  Sunday  school  pupils  in  both  rural  and 
urban  communities  distributed  with  reference  to  the 
gradation  of  the  lesson  systems  used  by  the  pupil  and 
the  number  of  days  the  pupil  attended  Sunday  school 
out  of  52  Sundays . 

2,111  Indiana  Sunday  school  pupils  in  rural  and  urban 
communities  distributed  with  reference  to  the  grada¬ 
tion  of  lesson  systems  used  by  the  pupil  and  the  per¬ 
centage  of  Sundays  attended . 

Comparison  of  the  percentage  of  sessions  attended  by 
6,423  Indiana  Sunday  schools  using  ungraded  lessons 
and  10,501  pupils  using  graded  lessons . 

Percentage  of  attendance  of  pupils  using  ungraded  les¬ 
son  material  upon  rural  and  urban  Sunday  schools  . 

Percentage  of  attendance  of  pupils  using  graded  lesson 
material  on  rural  and  urban  Sunday  schools  . 

60  rural  Sunday  schools  distributed  with  reference  to 
the  percentage,  the  number  of  pupils  under  25  years 
of  age  is  of  the  total  Sunday  school  enrollment  (ex¬ 
cluding  Cradle  Roll  and  Home  Department) 

50  urban  Sunday  schools  distributed  with  reference  to 
the  percentage  the  number  of  pupils  under  25  years 
of  age  are  of  the  total  enrollment  (Cradle  Roll  and 
Home  Department  excluded) . 

245  Indiana  Sunday  schools  distributed  with  reference 
to  the  number  of  Sundays  the  child  is  required  to  be 
present  before  his  name  is  placed  on  the  roll  . 

243  Indiana  Sunday  schools  distributed  with  reference  to 
the  number  of  consecutive  Sundays  a  pupil  must  be 
absent  before  his  name  must  be  marked  “withdrawn” 

[xxvii] 


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318 

320 

321 

321 

325 

326 

327 

328 


I 


CHARTS  AND  TABLES 


XCVIII  46  Indiana  Sunday  schools  distributed  with  regard  to 
the  number  of  Sundays  a  child,  whose  name  has  been 
removed  from  the  roll  of  members  for  absence,  must 
attend  before  being  re-enrolled . 

XCIX  245  Indiana  Sunday  schools  distributed  with  reference 
to  the  number  of  Sundays  the  pupil  is  required  to  be 
present  in  order  to  be  classified  as  an  active  member 
or  as  a  regular  attendant . 

C  The  form  of  pupil  record  in  use  in  254  Indiana  Sun¬ 
day  schools . 

Cl  The  number  of  different  pupil  record  forms  used  in 
175  Indiana  Sunday  schools . 

CII  The  use  made  of  statistical  data  by  the  supervisory 
officers  of  172  Indiana  Sunday  schools . 

CIII  What  pupil  data  are  made  a  matter  of  record  in  172 
Indiana  Sunday  schools . 

CIV  Sheet  for  judging  the  relative  worth  of  pupil  data  in 
Sunday  school  records . 

CV  24  items  of  pupil  data  arranged  in  the  order  of  their 
relative  worth  as  matters  of  record . 

CVI  Sex  and  occupation  of  1,938  Indiana  Sunday  school 
teachers  . 

CVII  Present  ages  of  2,020  Indiana  Sunday  school  teachers 
and  16,382  Indiana  public  school  teachers  .... 

CVIII  Sex  and  present  age  of  2,072  teachers  in  Indiana  Sun¬ 
day  schools  distributed  with  reference  to  rural  and 
urban  location . 

CIX  Present  ages  of  teachers  and  age  groups  of  pupils 
taught  at  present  based  on  data  from  1,692  Indiana 
Sunday  school  teachers . 

CX  Age  of  beginning  teaching  of  1,994  Sunday  school 
teachers  and  16,216  Indiana  public  school  teachers  . 

CXI  Sex  and  age  at  which  the  present  teachers  began  teach¬ 
ing  in  a  Sunday  school,  based  on  data  from  1,961 
Indiana  Sunday  school  teachers . 

CXII  Age  of  uniting  with  the  church,  based  on  data  from 
2,302  Indiana  Sunday  school  teachers  and  officers  . 

CXIII  Age  of  joining  church  of  6,194  persons  in  five  Protes¬ 
tant  denominations  from  forty-three  states 

CXIV  Influences  which  led  1,865  Indian  Sunday  school  teach¬ 
ers  to  join  church,  ranked  in  order  of  their  importance 

CXV  The  motives  which  prompted  1,969  Indiana  Sunday 
school  teachers  to  take  up  teaching  in  Sunday  school 

[xxviii] 


PAGE) 

329 

330 
336 

339 

340 
342 

348 

349 
361 

365 

366 

367 

369 

370 
372 
374 
378 
382 


CHARTS  AND  TABLES 


CXVI 

CXVII 

CXVIII 

CXIX 

cxx 

CXXI 

CXXII 

CXXIII 

CXXIV 

cxxv 

CXXVI 

CXXVII 

CXXVIII 

CXXIX 

cxxx 


Sex  and  years  of  general  education  of  1,867  Indiana 
Sunday  school  teachers . 

Present  age  and  years  of  general  education  of  1,867 
Indiana  Sunday  school  teachers . 

Lists  of  religious  periodicals  read  regularly  by  Sunday 
school  teachers  of  256  Indiana  churches  .... 

Classified  list  of  magazines  read  regularly  by  1,782 
Sunday  school  teachers  in  256  Indiana  churches  . 

Number  of  courses  and  semester  hours  offered  by  four¬ 
teen  Indiana  colleges  during  the  academic  year  of 
1920- 1921  in  Biblical  History  and  Literature,  History 
and  Science  of  Religion,  Religious  Education  and 
General  Education,  with  denominational  affiliations  of 
the  colleges . 

Certain  facts  regarding  instruction  in  Bible,  religious 
education  and  professional  training  for  public  school 
teachers  in  fourteen  institutions  of  higher  learning 
in  Indiana . 

The  number  of  years  a  teacher  has  taught  in  Sunday 
schools  as  shown  by  the  teaching  experience  of  1,698 
Indiana  Sunday  school  teachers . 

Age-groups  of  pupils  taught  in  the  past  and  number 
of  years  taught  in  Sunday  schools  by  1,323  Indiana 
Sunday  school  teachers . 

The  standards  used  by  1,680  Sunday  school  teachers  to 
determine  the  success  of  their  teaching  .... 

Age-groups  of  pupils  taught  at  present  by  1,378  Indiana 
Sunday  school  teachers  and  standards  used  to  de¬ 
termine  the  success  of  their  teaching . 

The  age  groups  of  pupils  taught  at  present  by  1,559 
Indiana  Sunday  school  teachers  and  character  of 
preparation  made  for  teaching  the  lesson  .... 

The  time  when  preparation  is  made  for  the  teaching  of 
the  next  Sunday’s  lesson  by  1,628  Indiana  Sunday 
school  teachers . 

The  age  groups  of  pupils  taught  at  present  by  1,283 
Indiana  Sunday  school  teachers  and  the  minutes 
spent  weekly  in  preparation  of  the  Sunday  school 
lesson . 

The  age  groups  of  pupils  taught  at  present  by  1,199 
Indiana  Sunday  school  teachers  and  the  character  of 
questions  asked  by  teacher  during  a  class  recitation  of 
the  lesson  on  the  “Golden  Rule” . 

The  age  groups  of  pupils  taught  at  present  by  675 
Indiana  Sunday  school  teachers  and  time  when  the 
lesson  assignment  is  made . 


PAGE 

385 

388 

389 

394 

399 

400 

405 

406 

413 

414 

416 

419 

420 

423 

424 


[xxix] 


CHARTS  AND  TABLES 


PAGE 


CXXXI  The  number  of  minutes  spent  in  making  the  lesson  as¬ 
signment  for  the  following  Sundays  by  641  Indiana 
Sunday  school  teachers . 425 

CXXXII  The  age  groups  of  pupils  taught  at  present  by  1,205 
Indiana  Sunday  school  teachers  and  things  done  by 
the  teacher  in  assigning  the  lesson  for  the  next 
Sunday . 426 

CXXXIII  A  classification  plan  for  Sunday  school  teachers  on  the 
basis  of  general  education,  professional  training  and 
teaching  experience . 429 


CXXXIV  The  general  education,  sex,  and  rural  and  urban  loca¬ 
tion  of  1,374  Indiana  Sunday  school  teachers  .  .  .  432 

CXXXV  The  professional  training,  sex,  and  rural  or  urban  loca¬ 
tion  of  1,374  Indiana  Sunday  school  teachers  .  .  .  433 

CXXXVI  The  teaching  experience,  sex,  and  rural  or  urban  loca¬ 
tion  of  1,374  Indiana  Sunday  school  teachers  .  .  .  434 

CXXXVII  A  teacher  classification  chart  showing  1,374  Indiana 
Sunday  school  teachers  distributed  with  reference  to 
sex  and  certain  designated  classification  groups  based 
upon  years  of  general  education,  professional  train¬ 
ing  and  teaching  experience . 436 

CXXXVIII  General  education,  professional  training  and  teaching 
experience  of  1,374  Indiana  Sunday  school  teachers 
rated  on  a  percentage  basis . 438 

CXXXIX  The  present  age  (by  five  year  age  groups)  and  general 
education  (by  two  year  age  groups  above  elemen¬ 
tary  school)  of  1,867  Indiana  school  teachers  .  .  440 


CXL  Graded  or  ungraded  lesson  systems  in  use  in  249  In¬ 
diana  Sunday  schools  and  the  difficulty  of  obtaining 
Sunday  school  teachers . 447 

CXLI  The  gradation  of  lesson  systems  in  use  in  248  Indiana 
Sunday  schools  and  the  person  responsible  for  fur¬ 
nishing  the  substitute  teacher . 450 

CXLII  The  gradation  of  lesson  systems  in  use  in  231  Indiana 
Sunday  schools  and  whether  or  not  the  substitute 
teacher  is  provided  with  the  regular  teacher’s  outline 
of  the  lesson . 450 

CXLIII  The  gradation  of  lesson  systems  in  use  in  242  Indiana 
Sunday  schools  and  time  when  the  substitute  is 
usually  informed  he  is  to  teach . 451 

CXLIV  The  methods  used  by  252  Indiana  Sunday  school  super¬ 
visors  of  teachers  and  officers  in  the  supervision  of 
class  teaching . 454 

CXLV  The  average  amount  of  time  spent  in  each  class  by  183 
Indiana  general  and  departmental  Sunday  school 
superintendents . 461 


[xxx] 


CHARTS  AND  TABLES 


CXLVI 

CXLVII 

CXLVIII 

CXLIX 

CL 

CLI 

CLII 

CLI  1 1 

CLIV 

CLV 

CLVI 

CLVII 

CLVIII 

CLIX 

CLX 

CLXI 

CLXII 


PAGE 


The  method  of  preparation  for  a  visit  to  the  class  reci¬ 
tation  by  184  Indiana  Sunday  school  officials  .  .  .  461 

The  methods  used  by  232  Indiana  Sunday  school  officials 
in  the  supervision  of  class  teaching . 462 

The  things  that  227  Indiana  Sunday  school  officials  do 
while  visiting  a  class  recitation . 463 

The  methods  used  by  236  Indiana  Sunday  school  officials 
to  impart  advice  to  teachers  after  visiting  the  reci¬ 
tations  . 463 


The  motives  which  influenced  327  Indiana  Sunday  school 
officials  to  undertake  the  work  of  superintendent  .  464 

The  number  of  members  on  the  executive  committees 
of  61  Indiana  county  Sunday  school  associations  .  .  473 

The  number  of  meetings  held  by  the  county  Sunday 
school  executive  committees  in  59  county  Sunday 
school  associations  . 474 

Distributions  of  townships  according  to  the  number  of 
townships  in  the  counties  and  the  number  of  town¬ 
ships  organized  for  Sunday  school  work  ....  476 

Number  of  days  of  service  given  during  1920  by  certain 
non-salaried  county  Sunday  school  association  officers  483 

Length  of  service  in  months  of  36  Indiana  county 
Young  People’s  Division  superintendents  ....  484 

Present  age  of  36  Indiana  county  Young  People’s  Di¬ 
vision  superintendents  and  age  when  the  individual 
assumed  the  present  office . 485 

Annual  income  of  fathers  of  twenty-one  Indiana  county 
Young  People’s  Division  superintendents  ....  487 

Occupation  of  the  fathers  of  thirty-six  Indiana  county 
Young  People’s  Division  superintendents  ....  487 

Years  of  general  education  of  32  Indiana  county  Young 
People’s  Division  superintendents . 488 

What  25  county  Young  People’s  Division  superinten¬ 
dents  and  27  county  Children’s  Division  superinten¬ 
dents  do  when  they  visit  Sunday  schools  ....  490 

The  length  of  service  in  months  of  36  Indiana  county 
Children’s  Division  superintendents . 491 

Indiana  county  Children’s  Division  superintendents  dis¬ 
tributed  with  reference  to  years  of  general  education 
of  31  fathers  and  30  mothers  of  Indiana  county 
Children’s  Division  superintendents . 493 


[xxxi] 


CHARTS  AND  TABLES 


CLXIII 

CLXIV 

CLXV 

CLXVI 

CLXVII 

CLXVI  II 
CLXIX 

CLXX 

CLXXI 

CLXXII 

CLXXIII 

CLXXIV 

CLXXV 


What  35  township  Young  People’s  Division  superinten¬ 
dents  and  53  township  Children’s  Division  superin¬ 
tendents  do  when  they  visit  Sunday  schools  . 

90  Indiana  township  Children’s  Division  superintendents 
distributed  with  reference  to  number  of  official  visits 
made  to  the  Sunday  schools  under  their  jurisdiction 

Number  of  times  certain  designated  topics  occur  on  the 
program  of  Indiana  State  Sunday  School  Convention 
1901-1921,  inclusive . 

The  type  or  “combination  of  types”  of  Sunday  school 
conventions  held  in  70  Indiana  counties . 

The  number  of  community  training  schools  held  in  34 
Indiana  counties,  the  size  of  faculty,  length  of  course 
in  weeks,  and  student  enrollment  for  the  year  ending 
December  31,  1920 . 

Annual  budgets  approved  by  the  Indiana  Sunday  School 
Convention  . 

The  approved  budgets  and  actual  expenditures  of  the 
Indiana  Sunday  School  Association  for  the  years  1919 
and  1920  . 

The  amount  of  money  expended  to  carry  on  the  work 
of  the  township  Children’s  Division  in  35  Indiana 
township  Sunday  School  Associations . 

Summary  of  the  annual  reports  of  the  Indiana  Sunday 
school  secretary  based  on  the  reports  of  countj  Sun¬ 
day  school  secretaries . 

The  annual  reports  of  the  Indiana  county  secretaries  to 

the  state  secretary . 

• 

Number  of  Sunday  schools,  number  of  teachers  and 
officers  and  total  enrollment  and  total  enrollment  in 
Indiana  for  stated  periods  from  1878-1920  .... 

Entrance  credits  in  Biblical  History  and  Literature 
accepted  by  certain  Indiana  colleges  during  the  three 
academic  years  preceding  June  15th,  1921  . 

The  number  of  Sunday  schools,  the  number  of  pupils, 
and  the  number  of  teachers  and  officers  in  the  Sun¬ 
day  schools  of  Indiana  by  denominations  .... 


PAGE 

495 

502 

5io 

514 

527 

530 

531 

532 

534 

536 

537 

548 

558 


[xxxii] 


PART  ONE:  INTRODUCTION 

BY 

WALTER  S.  ATHEARN 

OUTLINE 

CHAPTER  I:  PURPOSE,  SCOPE  AND  METHODS  OF  THE 
INDIANA  SURVEY  OF  RELIGIOUS  EDUCATION 

I.  Historical  Statement 

II.  Objectives 

III.  Nine  Steps  in  an  Educational  Survey 

IV.  Question  Schedules  and  Survey  Teams 

V.  The  Method  of  “Sampling” 

VI.  Indiana  as  a  Representative  State 

VII.  “Selective  Sampling”  in  Indiana 

VIII.  Sunday  Schools  Surveyed  in  Indiana 

IX.  General  Summary  of  Indiana  Data 

X.  Scope  of  the  Indiana  Survey  of  Religious  Education 

XI.  Explanation  of  Terms 

XII.  Organization  of  the  Report 

CHAPTER  II:  GENERAL  SUMMARY  AND  RECOMMENDATIONS 

I.  The  Church  and  Religious  Education  Plants 

II.  Organization  and  Administration  of  Religious  Education  in  the 
Local  Church 

(a)  Governing  Boards  and  Officials,  Time  Schedules  and  School 
Relationships 

(b)  Organization 

(c)  Devotional  and  Missionary  Organizations 

(d)  Non-Church  Organizations 

(e)  Church-School  Finance 

(f)  General  Conclusions  and  Recommendations 

III.  Child  Accounting  in  the  Sunday  Schools 

IV.  Teachers  and  Supervision  of  Teaching 

(a)  General  Qualifications  of  Indiana  Sunday  School  Teachers 

(b)  Education,  Professional  Preparation  for  Teaching  and  Teach¬ 
ing  Experience 

(c)  Standards  and  Methods 


[33] 


(d)  Classification  of  Indiana  Sunday  School  Teachers 

(e)  Supervision  of  Teaching 

(f)  General  Conclusions  and  Recommendations 

V.  The  Supervision  and  Promotion  of  Protestant  Christian  Education 
in  Indiana 

(a)  Organization  and  Officers 

(b)  Organs  and  Agencies  of  Supervision  and  Promotion 

(c)  Budget  and  Statistics 

(d)  Bible  Study  for  Credit  in  the  Indiana  High  Schools 

(e)  Denominational  Promotion  and  Supervision  of  Religious  Edu¬ 
cation  in  Indiana 

(f)  Summary  and  Evaluation  of  Indiana  Sunday  School  Asso¬ 
ciation 

(g)  Conclusions  and  Recommendations 

VI.  Use  of  Survey  Data  in  Indiana 

(a)  “Better  Church  Schools”  Campaign  Committee 

(b)  Seven  Focal  Points  in  “Better  Church  Schools”  Program 

(c)  Adoption  of  “Better  Church  Schools”  Campaign  Plans 

(d)  Adoption  of  the  Merger 

(e)  Promotion  of  “Better  Church  Schools”  Plans 

VII.  Indiana  and  the  Nation 

VIII.  Objectives  Realized 


[34] 


PART  ONE:  INTRODUCTION 


Chapter  I 

PURPOSE,  SCOPE  AND  METHODS  OF  THE 
INDIANA  SURVEY  OF  RELIGIOUS  EDUCA¬ 
TION 

7.  Historical  Statement 

In  the  early  summer  of  1919  the  cabinet  of  the  Interchurch 
World  Movement  organized  an  American  Religious  Education 
Division  of  its  Survey  Department,  named  a  Director  and 
appointed  an  Advisory  Committee  consisting  of  Dr.  William 
E.  Chalmers,  Chairman;  Mr.  John  L.  Alexander,  Dr.  Edgar 
Blake,  Dr.  Frank  L.  Brown,  Dr.  E.  Morris  Fergusson,  Mr. 
Harry  Wade  Hicks,  Miss  Minnie  E.  Kennedy,  Rev.  J.  C. 
Robertson  and  Dr.  Sidney  A.  Weston.  In  harmony  with  the 
action  of  the  Atlantic  City  meeting  of  the  General  Committee 
of  the  Interchurch  World  Movement  held  January  7-10,  1920, 
this  Committee  was  succeeded  by  a  new  Advisory  Committee, 
appointed  by  the  Sunday  School  Council  of  Evangelical 
Denominations  at  its  annual  meeting  in  St.  Louis,  Missouri, 
in  February,  1920.  The  personnel  of  the  new  Committee 
was:  Dr.  R.  E.  Magill,  Chairman;  Dr.  F.  M.  Braselman,  Dr. 
Arlo  A.  Brown,  Dr  William  E  Chalmers,  Rev  Robert  M. 
Hopkins,  Dr.  J.  W.  Owen  and  Dr.  Frank  M.  Sheldon.  The 
work  of  the  American  Religious  Education  Survey  Division 
was  conducted  under  the  guidance  of  these  two  Committees. 

The  directing  staff,  organized  during  the  summer  of  1919, 
consisted  of  the  following:  Director,  Walter  S.  Athearn; 
Assistant  Director,  W.  L,  Hanson;  Executive  Secretary,  Mrs. 
Elsie  P.  Malmberg. 


[35] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Consulting  Committees,  also  organized  during  the  summer 
of  1919,  were  composed  as  follows: 

Church  and  Church  School  Buildings:  N.  L.  Engelhardt,  chair¬ 
man;  E.  S.  Evenden,  E.  Morris  Fergusson,  cooperating  with  a 
larger  committee  on  architecture. 

Individual  Accounting:  W.  L.  Hanson,  Charles  W.  Hunt, 
Lavinia  Tallman,  E.  Morris  Fergusson.  • 

Curriculum:  A.  Duncan  Yocum,  chairman;  W.  C.  Bower, 
Frank  N.  Freeman,  W.  W.  Charters,  Theodore  G.  Soares,  F.  C. 
Eiselen,  Mrs.  J.  W.  Barnes,  L.  A.  Weigle. 

Teachers  and  Supervisors  of  Teaching:  John  A.  Stevenson, 
W.  W.  Charters,  W.  C.  Bagley. 

Finance:  Harlan  Updegraff. 

Religious  Education  in  the  Home:  B.  S.  Winchester. 

Religious  Education  in  the  Community:  H.  Augustine  Smith, 
Albert  E.  Bailey,  L.  A.  Warner. 

Denominational  Agencies:  William  E.  Chalmers. 

Interdenominational  Agencies:  W.  E.  Raffety,  John  L.  Alex¬ 
ander. 

Statistics:  Harold  O.  Rugg,  W.  L.  Hanson,  Cecile  Colloton, 
J.  T.  Giles. 

Publicity:  Sidney  A.  Weston. 

This  staff  determined  its  objectives,  methods  and  survey 
personnel  and  conducted  preliminary  surveys  for  the  testing 
of  schedules  and  the  training  of  surveyors.  By  the  spring  of 
1920  the  preparations  were  completed  for  an  intensive  survey 
of  five  typical  states,  from  which,  it  was  believed,  fairly 
accurate  generalizations  could  be  made  regarding  the  United 
States  as  a  whole.  These  five  states  were  Indiana,  Massa¬ 
chusetts,  Alabama,  Kansas  and  Oregon. 

The  first  state  entered  was  Indiana.  A  force  of  from 
twenty  to  thirty  surveyors  was  in  this  state  from  April  17, 
1920,  to  June  27,  1920,  at  which  time  the  Interchurch  World 
Movement  suspended  active  operations.  By  this  time  the 
work  of  gathering  data  from  Indiana  was  nearly  completed. 
A  vast  amount  of  valuable  data  had  been  obtained.  This 
material  was,  by  action  of  the  General  Committee  of  the  Inter- 

[36] 


PURPOSE,  SCOPE  AND  METHODS  OF  THE  SURVEY 


church  World  Movement,  placed  under  the  charge  of  the  Com¬ 
mittee  on  Social  and  Religious  Surveys,  of  New  York  City. 

Upon  the  recommendation  of  ( i )  a  committee  of  educational 
experts  consisting  of  W.  C.  Bagley,  George  D.  Strayer,  N.  L. 
Engelhardt,  Harold  O.  Rugg,  E.  S.  Evenden,  M.  R.  Trabue, 
Frank  P.  Graves,  Harlan  Updegraff  and  A.  Duncan  Yocum ; 
(2)  a  committee  from  the  Board  of  Trustees  of  the  Interna¬ 
tional  Sunday  School  Association  which  consisted  of  Sidney 
A.  Weston,  L.  A.  Weigle,  W.  S.  Bovard,  Lansing  F.  Smith 
and  Percy  L.  Craig;  and  (3)  a  committee  representing 
the  Committee  on  Education  of  the  Sunday  School  Council 
of  Evangelical  Denominations  and  the  Executive  Committee 
of  the  International  Sunday  School  Association,  consisting  of 
W.  W.  Charters,  Chairman,  W.  L.  Hanson  and  Sidney  A. 
Weston,  the  Committee  on  Social  and  Religious  Surveys  of 
New  York  City  appropriated  the  sum  of  $25,000,  or  such  por¬ 
tions  thereof  as  might  be  needed,  to  make  available  for  publica¬ 
tion  the  material  already  collected  in  Indiana  by  the  American 
Religious  Education  Survey  Department  of  the  Interchurch 
World  Movement.  No  additional  data  were  to  be  collected 
except  as  might  be  necessary  to  verify  data  already  gathered. 

The  work  of  coding,  tabulating  and  interpreting  the 
Indiana  data  was  begun  July  1,  1921,  under  the  general  direc¬ 
tion  of  an  Advisory  Committee  appointed  by  the  Committee 
on  Social  and  Religious  Surveys.  The  Advisory  Committee 
consisted  of  W.  W.  Charters,  Chairman;  John  W.  Withers, 
George  A.  Coe,  B.  S.  Winchester,  Sidney  A.  Weston,  E.  D. 
Burton,  Charles  E.  Watson  and  Galen  M.  Fisher.  The 
directing  staff  for  this  work  was  selected  as  follows :  Walter 
S.  Athearn,  Director;  John  W.  Withers,  Consulting  Director; 
W.  L.  Hanson,  J.  T.  Giles,  I.  S.  Nowlan  and  Mrs.  Elsie  P. 
Malmberg. 

II.  Objectives 

The  objectives  which  have  determined  the  methods  and 
content  of  this  survey  are : 


[37] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


(a)  Facts — Such  a  body  of  vital,  comparable  facts  as  will 
guide  in  building  national,  state  and  denominational 
programs  of  religious  education. 

(b)  Tools — Such  a  body  of  standardized  technique — norms, 
tests,  standards — as  will  provide  a  new  and  better 
method  of  measuring  and  directing  the  processes  of 
religious  education. 

(C)  Methods — Standardized  methods  for  guiding  local 
churches  and  communities  in  surveying  conditions, 
building  programs,  testing  results  and  determining 
budgets. 

111.  Nine  Steps  in  an  Educational  Survey 

Before  organizing  the  department  the  Director  created  a 
“blueprint”  which  would  guide  each  step  in  the  process  of 
conducting  the  survey.  This  “blueprint”  provided  for  nine 
steps  in  the  process  of  the  complete  survey  as  follows: 

(a)  Preparation  of  general  objectives  and  determination  of 
limitations  of  the  survey. 

(b)  Creation  or  selection  of  standards  of  measurement 
which  will  reduce  as  far  as  possible  the  element  of  per¬ 
sonal  opinion. 

(c)  Creation  of  schedules  to  secure  the  essential  and  vital 
facts  required  to  satisfy  the  objectives  of  the  survey. 

(d)  Testing  and  revision  of  all  schedules. 

(e)  Organization  and  training  of  survey  teams. 

(f)  Testing  of  tentative  survey  methods  in  typical  situa¬ 
tions. 

(g)  Gathering  of  facts  over  range  of  time  and  territory  to 
be  covered  by  the  survey. 

(h)  Tabulation  of  the  returns. 

(i)  Evaluation  of  returns,  and  writing  the  report. 


IV.  Question  Schedules  and  Survey  Teams 

Two  essential  elements  in  a  scientific  educational  survey 
are  (a)  Uniformity  of  interpretation  of  schedules,  and  (b) 
Accuracy  and  completeness  of  data. 

[38] 


PURPOSE,  SCOPE  AND  METHODS  OF  THE  SURVEY 


One  of  the  most  important  contributions  of  the  American 
Religious  Education  Survey  Department  of  the  Interchurch 
World  Movement  was  the  preparation  of  nearly  fifty  technical 
survey  schedules  for  the  use  of  trained  surveyors.  These 
question  schedules  are  published  in  Volume  III  of  this  report. 
They  represent  a  method  of  analysis  and  organization  of  edu¬ 
cational  data  which  is  destined  to  have  a  profound  influence 
upon  methods  of  conducting  the  educational  work  of  the 
Church. 

If  a  question  schedule  is  to  be  sent  out  by  mail  or  to  be 
used  by  untrained,  voluntary  workers  the  questions  must  be, 
first,  few  in  number ,  and  secondly,  fool-proof.  The  purposes 
of  this  survey  could  not  be  served  by  schedules  of  this  type. 
Accordingly  it  was  decided  to  prepare  schedules  which  would 
include  the  information  desired,  train  surveyors  and  send  them 
out  with  definite  instruction  as  to  what  was  wanted  and  how 
to  get  it  in  such  manner  as  to  guarantee  its  statistical  reliability. 
By  the  use  of  this  method  it  was  possible  successfully  to  use 
schedules  involving  many  technical  questions. 

The  question  schedules  used  in  this  survey  were  prepared 
for  the  purpose  of  securing  the  following  types  of  information  : 

(a)  Facts  which  indicate  the  quantity  and  quality  of  religious 
education  in  home,  church  and  community. 

(b)  Facts  regarding  special  movements  and  programs. 

(c)  Facts  desired  by  denominational  and  interdenominational 
boards  and  agencies,  but  not  essential  to  the  purposes  of 
this  survey. 

(d)  Judgments  regarding  matters  which  cannot  be  ob¬ 
jectively  measured. 

Each  question  introduced  into  the  schedules  used  by  this 
Department  was  so  formulated  as  to  meet  as  nearly  as  possible 
the  following  conditions: 

(a)  Each  question  must  have  a  problem  or  purpose. 

(b)  Each  term  used  must  have  a  definite  meaning. 

(c)  Each  question  must  be  so  phrased  as  to  reduce  to  the 
minimum  the  possibility  of  dual  interpretation. 

[39] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


These  conditions  made  necessary  the  preparation  of  “defini¬ 
tions”  and  “interpretations”  and  the  creation  of  a  school  for 
the  special  training  of  surveyors  who  were  to  use  these  sched¬ 
ules.  For  this  school  a  carefully  prepared  curriculum  was 
developed  including : 

(a)  The  origin,  purpose,  scope  and  objectives  of  the  Inter¬ 
church  World  Movement. 

(b)  The  organization  and  objectives  of  the  American  Re¬ 
ligious  Education  Survey  Department. 

(c)  The  science  of  statistics  and  survey  methodology.1 

(d)  The  history  and  organization  of  agencies  to  be  surveyed. 

(e)  The  structure  and  interpretation  of  all  schedules. 

The  problem  of  securing  accuracy  and  completeness  of  data 
was  very  difficult  because  of  the  absence  of  records  in  many 
cases  and  also  because  of  the  necessity  of  verifying  such  records 
as  were  found.  The  task  was,  therefore,  one  of  obtaining 
first-hand  information.  This  required  much  time  and  careful 
checking  of  all  data  obtained.  To  training  it  was  necessary  to 
add  team  discipline.  Toward  this  end  a  complete  organization 
was  developed  that  enabled  the  Director  to  secure  the  desired 
facts  with  the  greatest  accuracy  and  with  the  least  expenditure 
of  time  and  money  consistent  with  efficiency.  The  system  pro¬ 
vided  a  series  of  checks  so  that  responsibility  must  be  assumed 
by  every  member  of  the  Department.  At  the  close  of  the  sur¬ 
vey  in  each  city  or  community  the  members  of  the  survey  team 
were  rated  in  the  order  of  their  efficiency  and  all  team  promo¬ 
tions  were  made  on  the  basis  of  these  ratings.  The  order  of 
responsibility  was  as  follows  : 

(a)  Each  surveyor  was  responsible  to  the  team  clerk  for 
accuracy  and  completeness  of  schedules. 

(b)  Each  team  clerk  was  responsible  to  the  team  leader. 

(c)  Each  team  leader  was  responsible  to  the  chief  statistician 
in  the  Department. 

1  The  following  textbooks  were  used :  Elderton,  W.  Palin  and  Ethel 
M.,  “Primer  of  Statistics”;  Secrist,  Horace,  “An  Introduction  to  Statistical 
Methods”;  Alexander,  Carter,  “School  Statistics  and  Publicity”;  Rugg, 
Harold  O.,  “Statistical  Methods  Applied  to  Education”;  Judd,  Charles 
Hubbard,  “Measuring  the  Work  of  the  Public  Schools.” 

[40] 


PURPOSE,  SCOPE  AND  METHODS  OF  THE  SURVEY 

(d)  The  chief  statistician  was  responsible  to  the  Director  of 
the  Department. 

Because  of  these  precautions  and  of  a  subsequent  series  of 
checkings  which  has  been  applied  to  all  data  included  in  this 
report,  the  survey  staff  has  reason  to  believe  that  the  pub¬ 
lished  results  represent  a  very  high  degree  of  accuracy. 

V .  The  Method  of  “Sampling” 

The  American  Religious  Education  Survey  Department 
adopted  the  method  of  sampling,  which  made  it  necessary  to 
secure  only  enough  cases  to  satisfy  statistical  criteria  of  relia¬ 
bility.  This  policy  is  just  as  reliable  as  and  far  more  econom¬ 
ical  than  the  exhaustive  survey  of  all  available  cases. 

In  answer  to  a  member  of  a  county  school  board  who  ob¬ 
jected  to  this  statistical  method,  a  state  inspector  gave  the 
effective  reply:  “You  do  not  need  to  kill  all  the^dogs  in  a 
county  with  arsenic  in  order  to  prove  that  arsenic  will  kill  dogs. 
A  few  samples  are  enough.”  It  is  likewise  clear  that  it  was 
not  necessary  to  survey  all  the  Sunday  schools  and  all  the 
Sunday  school  teachers  in  Indiana  in  order  to  obtain  results 
which  would  represent  accurately  the  general  situation 
throughout  the  state.  The  questions  to  be  decided  were  how 
many  and  which  ones  to  survey. 

VI.  Indiana  as  a  Representative  State 

Indiana  was  selected  to  be  surveyed  because  of  a  number  of 
facts,  among  which  are  the  following : 

(a)  It  is  centrally  located .  It  is  in  the  center  of  population. 
The  streams  of  immigration  from  the  East  and  from 
the  South  meet  in  Indiana. 

(b)  It  has  variety  of  geographical  and  occupational  condi¬ 
tions.  Its  soils  range  from  the  poorest  clay  in  the 
southern  part  and  sand  in  the  northern  part  to  the 
richest  glacial  loams  in  the  central  belt.  Agriculture, 

[41] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


mining  and  quarrying,  manufacturing  and  commerce 
are  well  represented. 

(c)  It  is  a  progressive  state  educationally.  While  the  state 
stands  seventeenth  in  the  Ayres  report,  it  has  progres¬ 
sive  leadership,  and  its  educational  leaders  have  tabu¬ 
lated  much  educational  data  as  a  result  of  school  and 
social  surveys  which  are  of  great  value  as  comparative 
data  for  the  present  report.2 

(d)  It  represents  the  dominant  types  of  denominational  and 
interdenominational  organizations  of  religious  education. 

(e)  The  Protestant  Denominations  are  well  represented,  as 
seen  in  the  following  distribution:  (See  Table  I  and 
Chart  I.) 


TABLE  I  — DISTRIBUTION  OF  CHURCH  MEMBERS  IN  THE 
UNITED  STATES  AND  IN  INDIANA  BY 
PRINCIPAL  DENOMINATIONS 

(U.  S.  Religious  Census,  1916,  page  29  and  page  109,  Vol.  I.) 


United  States 

Indiana 

Number 

Per 

Number 

Per 

Denomination 

of 

Cent. 

of 

Cent. 

Church 

of 

Church 

of 

Members 

Total 

Members 

Total 

All  Denominations . 

41,926,854 

100 

i,i77,34i 

100 

Roman  Catholic  Church . 

15,721,815 

37-5 

272,288 

23.1 

Methodist  Episcopal  Church . 

3,717,785 

8.9 

261,228 

22.2 

Methodist  Episcopal  Church  South... 

2,114,479 

5-0 

428 

.0^ 

Methodist  Episcopal  Church  African  . 

548,355 

1-3 

4,96i 

4; 

Baptist — Northern  Baptist  Convention 

1,232,135 

2.9 

75,374 

6.4 

Southern  Baptist  Convention 

2,708,870 

6.5 

Baptist — National  Baptist  Convention. 

2,938,579 

7.0 

10,412 

•9 

Presbyterian  Church  in  the  U.  S.  A.  .  . 

1,611,251 

3-8 

59,209 

5-0 

Protestant  Episcopal . 

1,092,821 

2.6 

8,848 

•7! 

Disciples  of  Christ . 

1,226,028 

2.9 

1 37,727 

1 1.7 

Congregational  . 

791,274 

1.9 

5,768 

•5 

Lutheran — All  Bodies . 

2,439,054 

5-8 

65,935 

5.5 

United  Brethren . 

367,934 

•9 

63,620 

5-4 

Church  of  Christ . 

3U,937 

.8 

16,512 

1.4 

Vll.  “Selective  Sampling  9  in  Indiana 

The  United  States  Religious  Census  for  1916  reports  6,402 
Protestant  Sunday  schools  in  Indiana.  Of  this  number  only 

3  See  Public  Education  in  Indiana,  1923.  General  Education  Board,  61 
Broadway,  New  York. 

[42] 


PURPOSE,  SCOPE  AND  METHODS  OF  THE  SURVEY 


256,  or  4  per  cent.,  were  surveyed.  It  was  the  opinion  of 
statistical  experts  that  so  small  a  number  of  schools  might  be 
selected  in  such  manner  as  to  represent  a  very  accurate  picture 
of  the  Sunday  schools  of  the  state.  Accordingly  the  state  was 
first  divided  into  types  of  communities,  as  follows :  Agri¬ 
culture;  Manufacturing  industries;  Commercial  trades;  Trans¬ 
portation;  Mining;  Quarrying;  Oil;  Gas,  etc.;  Fishing; 
Seafaring;  Shipping,  etc.;  Professional  and  proprietary; 
Education  and  resort. 


CATHOLIC 

METHODIST 

OISCIPIES 

BAPTIST 

LUTHERAN 

PRESBYTERIAN 

CONGREGATIONAL 

PROT.  EPISCOPAL 

ALL  OTHER 


Per  Cent  of  Total  Membership 
5  10  15  20  25  30 


INDIANA 
UNITED  STATES  VZZZZZZZZk 


Chart  I  —  Distribution  of  Religious  Denominations  in  the  United 

States  and  in  Indiana 


From  this  distribution  of  Indiana  communities  typical 
communities  were  selected  in  such  manner  as  to  preserve  the 
relative  proportion  of  vital  and  determining  factors  such  as  de¬ 
nominational  distribution,  education,  etc. 

When  the  communities  to  be  surveyed  were  finally  agreed 
upon,  every  Sunday  school  in  the  territory  selected  was  sur¬ 
veyed,  except  in  the  city  of  Indianapolis,  where  a  large  sampling 
was  made.3 

The  communities  selected  to  be  surveyed  were :  Indian¬ 
apolis;  Gary;  Muncie;  Crawfordsville ;  Frankfort;  Hunting- 
ton;  Evansville;  Terre  Haute;  Jefferson  County;  Madison 
County. 

8  A  few  schools  in  the  territory  selected  for  this  survey  were  not  open 
to  the  surveyors  because  of  hostility  to  the  Interchurch  World  Movement. 

[43] 


Chart  II  —  Map  of  Indiana  Showing  Sections  of  the  State  Surveyed 

In  the  cases  of  Terre  Haute  and  Evansville  the  Survey  was  not  completed. 

[44] 


PURPOSE,  SCOPE  AND  METHODS  OF  THE  SURVEY 


A  reference  to  the  accompanying  map  will  show  the  dis¬ 
tribution  of  urban  and  rural  communities  through  the  various 
types  of  communities.  (See  Chart  II.)  The  Interchurch 
World  Movement  suspended  its  activities  just  as  the  survey 
teams  were  ready  to  enter  Evansville  and  Terre  Haute,  their 
last  assignments  in  the  state.  An  analysis  of  the  returns  from 
the  sections  of  the  state  which  were  surveyed  seems  to  justify 
the  belief  that  the  returns  were  not  appreciably  modified  be¬ 
cause  of  the  omission  of  these  two  cities. 

The  following  table  shows  the  distribution  of  churches  sur¬ 
veyed  by  types  of  communities : 

TABLE  II  — DISTRIBUTION  OF  CHURCHES  SURVEYED  BY 

TYPES  OF  COMMUNITIES 


Types  of  Communities  Surrounding  No.  of  Churches 

Churches  Surveyed  Surveyed 

Total .  256 

Agriculture .  95 

Manufacturing  industries .  72 

Commercial  trades  .  47 

Transportation .  14 

Mining,  Quarrying,  Oil,  Gas,  etc .  o 

Fishing,  Seafaring,  Shipping,  etc .  o 

Professional  and  proprietary .  25 

Education  .  3 

Resort  .  o 


The  following  table  will  show  the  distribution  of  the 
churches  surveyed  by  denominational  groups : 


TABLE  III  — DISTRIBUTION  OF  CHURCHES  SURVEYED  BY 

DENOMINATIONAL  GROUPS 


Name  of  Denominational  Group 


No.  O'f  Churches 
in  State 

5901 


No.  of  Churches 
Surveyed 
256 


Methodist  Bodies  .  1981 

Methodist  Episcopal  .  1636 

Methodist  Protestant .  130 

African  Methodist  Episcopal .  52 

Wesleyan  Methodist  Episcopal .  96 

African  Methodist  Episcopal  Zion...  19 

Free  Methodist .  48 

Baptist  .  760 

Presbyterian  Bodies  .  375 

Presbyterian .  351 

United  Presbyterian .  24 


63 

8 

7 

2 

2 

2 


27 

[451 


84 


46 

32 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  III  — DISTRIBUTION  OF  CHURCHES  SURVEYED  BY 
DENOMINATIONAL  GROUPS— Continued 


Name  of  Denominational  Group 

Disciples  . 

United  Brethren  . 

Christian  . 

Congregational  . 

Lutheran  Bodies  . 

English  Lutheran  . 

Swedish  Lutheran . 

German  Lutheran . 

Evangelical  Lutheran  . 

International  Holiness  . 

Reformed  in  the  United  States . 

(Hungarian  Reformed,  i) 

Protestant  Episcopal . 

Brethren,  German  Baptist . 

Brethren  . 

Church  of  the  Brethren . 

Friends  . 

Salvation  Army  . 

Church  of  God  . 

Unitarian  . 

Universalist . 

Union  Church  . 

Union  Mission  . 

Seventh  Day  Adventist . 

Evangelical . 

Evangelical . 

Evangelical  Association  . 

Evangelical,  German  Synod  of  N.  A.. 

All  Protestant  Denominations.... 

Not  reporting  in  above  table . 


No.  of  Churches 

No.  of  Churches 

in  State 

Surveyed 

766 

21 

594 

12 

197 

11 

39 

6 

308 

10 

177 

6 

2 

87 

1 

44 

1 

21 

6 

62 

6 

70 

4 

165 

5 

4i 

2 

124 

3 

198 

2 

28 

2 

29 

1 

2 

1 

24 

1 

15 

1 

1 

60 

1 

207 

3 

2 

1 

III 

1 

94 

.  6,402 

.  501 

1 

VIII.  Sunday  Schools  Surveyed  in  Indiana 

The  following  are  the  names  and  locations  of  the  churches 
whose  religious  education  work  was  surveyed : 

ANTIOCH,  Clinton  Co. 

Christian. 

BEE  CAMP,  Jefferson  Co. 

United  Brethren. 

BETHANY,  Jefferson  Co. 

Baptist. 

BETHEL,  Jefferson  Co. 

United  Presbyterian  (New  Hanover). 

BETHEL,  Clinton  Co. 

New  Light  Christian. 

[46] 


PURPOSE,  SCOPE  AND  METHODS  OF  THE  SURVEY 

BROOKSBURG,  Jefferson  Co. 

Baptist,  Home  Methodist  Episcopal,  Morris  Chapel,  Methodist 
Episcopal,  Macedonia  Baptist. 

CAMBRIA,  Clinton  Co. 

Union,  Olive  Branch,  Methodist  Episcopal. 

CANAAN,  Jefferson  Co. 

Methodist  Episcopal,  Jefferson  Presbyterian. 

CARMEL,  Jefferson  Co. 

United  Presbyterian. 

CARMEL,  Clinton  Co. 

Spencer  Chapel,  Methodist  Episcopal. 

COLFAX,  Clinton  Co. 

Christian,  Methodist,  Farmer’s  Chapel,  Methodist  Protestant, 
Farmer’s  Chapel,  United  Brethren. 

CRAWFORDS  VILLE. 

Baptist  Chapel,  Bethel  African  Methodist,  Centre  Presbyterian, 
First  Baptist,  First  Christian,  First  Methodist  Episcopal,  First 
Presbyterian,  First  United  Brethren,  Grant  Ave.  Mission — Union, 
Memorial  Presbyterian,  Second  Baptist  (Colored),  Seventh  Day 
Adventist,  Trinity  Methodist  Episcopal. 

DEPUTY,  Jefferson  Co. 

Hopewell  Baptist,  Baptist  (’Lick  Branch),  Methodist  Episcopal, 
Pisgah  Methodist  Episcopal. 

DUPONT,  Jefferson  Co. 

Baptist,  International  Holiness,  Mt.  Zion  (near  Marble  Valley), 
Methodist  Episcopal,  Marble  Valley  Methodist  Episcopal. 

FICKLE,  Clinton  Co. 

Methodist  Protestant  (Clover  Leaf). 

FOREST,  Clinton  Co. 

Baptist,  Liberty  Methodist  Protestant,  Methodist  Episcopal,  Salem 
Methodist  Protestant,  Forest  Holiness. 

FRANKFORT. 

African  Methodist  Episcopal,  First  Baptist,  First  Christian  (Dis¬ 
ciples),  First  Methodist  Episcopal,  First  Presbyterian,  First  United 
Brethren,  Holiness  Sunday  School,  St.  Paul’s  Lutheran,  Salvation 
Army,  Tabernacle  Methodist  Protestant,  Woodside  Christian. 

FRANKFORT  (Near). 

Morris  Chapel  Methodist  Episcopal. 

GARY. 

Ambridge  (Com.  Methodist  Episcopal),  Bethel  Swedish  Lutheran 
(Millers),  Central  Christian,  Christ  Church,  Protestant  Episcopal, 
Methodist  Episcopal  (Colored),  East  Side  United  Presbyterian, 
First  African  Methodist  Episcopal  Zion,  First  Baptist,  First  Baptist 
(Colored),  First  Congregational  (Millers),  First  Methodist  Episco¬ 
pal,  First  Presbyterian,  First  Reformed,  Friendship  House  Methodist 
Episcopal,  Gary  Congregational,  Glen  Park  Christian  (Disciples), 
Grace  English  Lutheran,  Grace  Methodist  Episcopal,  Hungarian 
Reformed,  Mt.  Zion  Baptist  (Colored),  Neighborhood  House  Pres¬ 
byterian,  Persian  Presbyterian,  Roumanian  Baptist  Mission,  St.  Paul 
Baptist  (Colored),  Second  Methodist  Episcopal  (Colored),  Swedish 
Lutheran,  Tolleston  Christian  Disciples,  Trinity  Baptist  (Colored), 

[4  7] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Trinity  Lutheran,  West  Gary  Presbyterian  Mission,  Westminster 
Presbyterian,  Zion  African  Methodist  Episcopal. 

GREENWOOD,  Clinton  Co. 

Wesleyan  Methodist. 

GEETINGSVILLE,  Clinton  Co. 

Presbyterian. 

HANOVER,  Jefferson  Co. 

African  Methodist  Episcopal,  Methodist  Episcopal,  Presbyterian. 

HICKS. 

Baptist. 

HILLISBURG,  Clinton  Co. 

Methodist  Episcopal,  St.  Paul’s  Methodist  Episcopal. 

HUNTINGTON. 

Bethel  Evangelical,  Central  Christian  (Disciple),  Church  of  the 
Brethren,  Etna  Ave.  United  Brethren,  First  Baptist,  First  Brethren, 
First  Christian  (Disciples),  First  Methodist  Episcopal,  First  Pres¬ 
byterian,  First  United  Brethren,  St.  John’s  English  Lutheran,  St. 
Peter’s  Reformed. 

INDIANAPOLIS. 

All  Soul’s  Unitarian,  Allen  Chapel  African  Methodist  Episcopal, 
Brightwood  Congregational,  Broadway  Baptist,  Broadway  Methodist 
Episcopal,  Capitol  Avenue  Methodist  Episcopal,  Central  Disciples, 
Central  Avenue  Methodist  Episcopal,  Central  Avenue  Reformed, 
Central  Universalist,  Church  of  the  Advent  Protestant  Episcopal, 
Downey  Avenue  Disciples,  Ebenezer  Baptist  (Colored),  Edwin  Ray 
Methodist  Episcopal,  Eighth  Disciples,  First  Baptist,  First  Church 
Evangelical  Association,  First  Church  Society  of  Friends,  First 
Congregational,  First  English  Lutheran,  First  United  Brethren, 
Fletcher  Place  Methodist  Episcopal,  Garden  Baptist,  Germania 
Avenue  Baptist,  Grace  Methodist  Episcopal,  Irvington  Methodist 
Episcopal,  Jones  Tabernacle  African  Methodist  Episcopal  Zion,  King 
Avenue  Methodist  Episcopal,  Memorial  Presbyterian,  Meridian 
Heights  Presbyterian,  Mt.  Paran  Baptist  (Colored),  New  Bethel 
Baptist  (Colored),  Olive  Branch  Disciples,  17th  Street  Baptist 
(Colored),  Seventh  Presbyterian,  Simpson  Methodist  Episcopal, 
Third  Church  Disciples,  Trinity  Congregational,  Tuxedo  Methodist 
Episcopal,  Union  Congregational,  United  Presbyterian,  Victory 
Memorial  Methodist  Protestant,  Wesley  Chapel  Methodist  Episcopal, 
West  Washington  Presbyterian,  Woodruff  Place  Baptist,  Zion  Evan¬ 
gelical  Synod  of  North  America. 

JEFFERSON,  Clinton  Co. 

United  Brethren. 

JEFFERSON  COUNTY. 

New  Prospect,  Baptist;  Elizabeth,  Baptist;  New  Bethel,  Methodist 
Episcopal. 

KENT,  Jefferson  Co. 

Baptist,  Christian  (Disciples),  Methodist  Episcopal,  Zoar  Methodist 
Episcopal. 

KILMORE,  Clinton  Co. 

Methodist  Episcopal. 

KIRKLIN,  Clinton  Co. 

Christian  Chapel,  Disciples,  Methodist  Episcopal,  Presbyterian, 
Wesleyan  Methodist. 

[48] 


PURPOSE,  SCOPE  AND  METHODS  OF  THE  SURVEY 

LANCASTER. 

Baptist. 

LIBERTY,  Jefferson  Co. 

Liberty  Christian. 

MADISON,  Jefferson  Co. 

Christ  Church  Protestant  Episcopal,  Ebenezer  Methodist  (Colored), 
First  Baptist,  First  Christian,  First  Presbyterian,  Grace  Methodist 
Episcopal,  Hebron  Baptist  (6  miles  north  of  Madison),  Indian 
Kentuck  Baptist,  Int.  Holiness  Mission,  Lutheran,  Second  Baptist 
(Colored),  Second  Presbyterian,  Trinity  Methodist  Episcopal,  West 
Madison  Methodist  Episcopal. 

MANSON,  Clinton  Co. 

Christian. 

MANVILLE,  Jefferson  Co. 

Christian. 

MICHIGANTOWN,  Clinton  Co. 

Hopewell  Methodist  Protestant,  Methodist  Episcopal,  International 
Holiness. 

MIDDLEFORK,  Clinton  Co. 

Baptist  (United). 

MIDDLEFORD,  Jefferson  Co. 

Disciple. 

MONROE,  Jefferson  Co. 

Presbyterian. 

MORAN,  Clinton  Co. 

Methodist  Episcopal. 

MOUNT  PLEASANT,  Clinton  Co. 

Baptist,  Methodist  Episcopal,  United  Presbyterian. 

MULBERRY,  Clinton  Co. 

Fair  Haven  Lutheran,  Methodist  Episcopal,  St.  Luke’s  Reformed, 
Trinity  Reformed,  Zion  Evangelical  Lutheran. 

MUNCIE. 

Antioch  Baptist  (Colored),  Avondale  Methodist  Episcopal,  Bethel 
African  Methodist  Episcopal,  Brethren  Mission,  Calvary  Baptist 
(Colored),  Church  of  the  Brethren,  Congerville  Christian  Disciple, 
Eighth  St.  Christian — New  Light,  First  Baptist,  First  Methodist — 
Free,  First  Methodist  Protestant,  First  Presbyterian,  Fountain 
Square  United  Brethren,  Friend’s  Bible  School,  Grace  Protestant 
Episcopal,  High  Street  Methodist  Episcopal,  International  Holiness, 
Industry  United  Brethren,  Jackson  St.  Disciples  of  Christ,  Madison 
St.  Methodist  Episcopal,  Normal  City  Methodist  Episcopal,  Normal 
City  United  Brethren,  Riverside  United  Brethren,  Salvation  Army 
Sunday  School,  Second  Methodist — Free,  Union  Baptist  (Colored), 
Walnut  St.  Baptist,  West  Fifth  St.  Church  of  God,  Whitely  African 
Methodist  Episcopal,  Whitely  Methodist  Episcopal. 

NORTH  MADISON,  Jefferson  Co. 

Baptist,  Disciples,  Methodist  Episcopal. 

PAYNESVILLE,  Jefferson  Co. 

Disciples,  Mt.  Zion  Methodist  Episcopal. 

PICKARD,  Clinton  Co. 

Hills  Baptist. 


[49] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


PLEASANT  HILL. 

Presbyterian. 

PLEASANT  RIDGE,  Jefferson  Co. 

Pleasant  Ridge  Methodist  Episcopal. 

ROSSVILLE,  Clinton  Co. 

Church  of  the  Brethren,  Methodist  Episcopal,  Presbyterian,  New 
Hope  United  Brethren. 

RYKER’S  RIDGE,  Jefferson  Co. 

Mt.  Zion  Methodist  Episcopal,  Ryker’s  Ridge  Baptist. 

SCIRCLEVILLE,  Clinton  Co. 

Methodist  Episcopal. 

SCOTLAND,  Clinton  Co. 

Christian. 

SEDALIA,  Clinton  Co. 

Methodist  Episcopal. 

SHARON  HILL,  Jefferson  Co. 

Presbyterian. 

SMYRNA,  Jefferson  Co. 

Presbyterian. 

SUGAR  CREEK,  Clinton  Co. 

Christian,  Presbyterian. 

WEST  POINT,  Clinton  Co. 

Disciples. 

WIRT,  Jefferson  Co. 

Baptist. 

IX.  General  Summary  of  Indiana  Data 

(a)  Number  church  schools  surveyed .  256 

(b)  Number  teachers  surveyed .  2,072 

(c)  Number  pupils  surveyed .  27,849 

(d)  Number  boy  scout  troops  surveyed .  30 

(e)  Number  of  organized  classes  surveyed .  89 

(f)  Number  county  Sunday  school  associations  sur¬ 
veyed  .  7 1 

(g)  Number  county  children’s  divisions  surveyed.  . .  36 

(h)  Number  county  young  people’s  divisions  sur¬ 
veyed  .  36 

(i)  Number  township  children’s  divisions  surveyed..  101 

(j)  Number  township  young  people’s  divisions  sur¬ 
veyed  .  65 

(k)  Number  Devotional  and  Missionary  Societies 

surveyed  . 240 

[50] 


PURPOSE,  SCOPE  AND  METHODS  OF  THE  SURVEY 


X.  Scope  of  the  Indiana  Survey  of  Religious 
Education 

The  scope  of  the  Indiana  survey  of  religious  education  will 
be  seen  from  the  following  list  of  question  schedules  which 
were  used  in  Indiana : 

(a)  Religious  Education  in  the  Local  Church. 

(1)  General  information. 

(2)  Individual  accounting. 

(3)  Curriculum. 

(4)  Organization  and  Administration. 

(5)  Teachers  and  officers. 

(6)  Supervision  of  teachers. 

(7)  Finance. 

(8)  Buildings  and  equipment. 

(9)  Cooperation  of  the  Sunday  school  with  the  re¬ 
ligious  education  of  the  community. 

(10)  Educational  organizations  for  children  and  young 
people. 

( 1 1 )  Organized  classes  in  the  Sunday  school. 

(b)  Religious  Education  in  the  Community. 

(1)  Community  organizations  for  religious  education. 

(2)  Week-day  religious  schools. 

(3)  Boy  Scouts. 

(c)  General  Supervisory  and  Promotional  Agencies. 

(1)  Denominational  Sunday  school  agencies. 

(2)  Interdenominational  Sunday  school  agencies. 

(3)  Denominational  young  people’s  boards. 

(4)  Interdenominational  young  people’s  boards. 


XI.  Explanation  of  Terms 

Throughout  this  report  the  term  “church  school”  is  used  to 
refer  to  the  entire  educational  work  of  a  local  church  whether 
it  is  conducted  on  Sunday  or  on  week-days.  “Sunday  school” 
refers  to  the  single  one-hour  school  session  held  on  Sundays. 
In  cases  where  the  Sunday  school  is  the  only  educational  work 

[51] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


conducted  by  the  local  church  the  two  terms  are  synonymous. 
The  term  “church  school”  is  the  more  comprehensive  term.  It 
is  used  officially  by  some  denominations  as  a  designation  for 
the  unified  educational  efforts  of  a  local  church. 

The  phrases  “number  reporting,”  “number  returning 
blanks,”  etc.,  found  in  the  tables  throughout  this  report  must 
not  be  interpreted  to  mean  that  the  mails  were  used  in  collecting 
the  information.  Except  in  the  case  of  county  and  township 
officers  in  Part  Six,  all  the  material  was  secured  through 
the  personal  efforts  of  surveyors  who  were  on  the  ground  to 
consult  records,  and  otherwise  verify  the  statistical  reliability 
of  all  data  obtained. 

A  rural  community  is  one  with  fewer  than  2,500  inhabi¬ 
tants,  and  an  urban  community  is  one  with  2,500  or  more  in¬ 
habitants. 

The  term  “average”  is  used  to  denote  the  quotient  secured 
when  the  sum  of  the  terms  in  a  series  has  been  divided  by  the 
number  of  items  in  the  series. 

The  term  “median”  is  used  for  the  point  midway  between 
the  beginning  and  end  of  a  series.  There  will  always  be  as 
many  cases  below  the  “median”  point  as  there  are  above  it. 

All  other  statistical  terms  are  defined  in  the  body  of  the 
report. 

XII.  Organization  of  the  Report 

The  results  of  the  Indiana  survey  will  appear  in  four 
volumes,4  as  follows: 

Volume  I.  “The  Religious  Education  of  Protestants  in  an 
American  Commonwealth.” 

This  volume  interprets  in  popular  style  the  significant  re¬ 
sults  of  the  survey. 

Volume  II.  “Measurements  and  Standards  in  Religious 
Education.” 

This  volume  interprets  the  scales  and  standards  which  have 

4  Published  by  George  H.  Doran  Company,  244  Madison  Avenue,  New 
York. 

[52] 


PURPOSE,  SCOPE  AND  METHODS  OF  THE  SURVEY 


been  used  in  the  survey  and  introduces  church  school  workers 
to  the  field  of  objective  measurements. 

Volume  III.  “Religious  Education  Survey  Schedules.” 

This  volume  contains  the  question  schedules  which  were  de¬ 
veloped  for  the  purposes  of  this  survey  and  the  codes  which 
accompanied  the  schedules. 

Volume  IV.  “The  Curriculum  in  Religious  Education.” 

This  volume  is  proposed  for  publication  after  further  tests 
shall  have  been  made  by  the  use  of  methods  which  have  been 
in  process  of  development  since  the  beginning  of  this  survey. 

The  following  volumes  4  completed  by  the  American  Re¬ 
ligious  Education  Survey  Department  of  the  Interchurch 
World  Movement  before  this  movement  suspended  its  survey 
work  should  be  regarded  as  an  integral  part  of  this  report: 
“Score-Card  and  Standards  for  City  Church  and  Religious 
Education  Plants,”  and  “The  Malden  Survey  of  Seventeen 
Church  and  Religious  Education  Plants.” 


[53] 


Chapter  II 


GENERAL  SUMMARY  AND 
RECOMMENDATIONS 

The  succeeding  chapters  in  this  volume  contain  the  factual 
evidence  upon  which  the  conclusions  and  recommendations 
found  in  this  chapter  are  based.  From  the  many  significant 
facts  revealed  by  the  Indiana  Survey  of  Religious  Education 
only  a  few  can  be  included  in  this  brief  summary.  Enough 
have  been  included,  however,  to  indicate  the  character  and 
scope  of  the  survey.1 

I.  Church  and  Religious  Education  Plants . 

Indiana  church  and  religious  education  plants  fall  far  be¬ 
low  modern  standards.  The  typical  church  building  scores 
about  500  on  the  basis  of  1,000  points.  The  greatest  dis¬ 
crepancy  exists  in  Service  Systems,  Religious  Schoolrooms  and 
Community  Service  Rooms.  Few  of  the  newest  and  best 
churches  in  the  state  score  as  high  as  600  to  800  on  a  1,000- 
point  standard,  and  these  have  given  little  attention  to  religious 
schoolrooms  and  community  service  rooms. 

Many  of  the  church  buildings  are  inaedquately  heated,  the 
systems  being  old  and  inefficient.  A  majority  of  the  buildings 
are  provided  with  hot  air  furnaces,  so  installed  that  in  most 
cases  they  are  constant  fire  -hazards.  Practically  no  fire  pro¬ 
tection  is  provided.  A  number  of  buildings  included  in  the 
survey  submit  the  congregations  and  the  Sunday  school  classes 
to  weekly  fire  dangers  which  the  civil  authorities  should  not 
permit. 

1  This  chapter  has  been  printed  separately  in  booklet  form  under  the 
title  “Indiana  Survey  of  Religious  Education:  Summary  and  Recommenda¬ 
tions,”  and  can  be  obtained  from  the  Committee  on  Social  and  Religious 
Surveys,  370  Seventh  Avenue,  New  York  City;  price  25  cents. 

[54] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


Most  of  the  church  buildings  are  old.  Few  have  been 
erected  during  the  past  ten  years,  and  these  have  repeated  many 
of  the  mistakes  of  the  older  buildings.  At  least  half  of  the 
churches  are  so  far  below  accepted  standards  as  to  be  unworthy 
of  remodelling. 

Three  out  of  every  five  church  buildings  in  Indiana  should 
be  rebuilt  or  extensively  remodelled  within  the  next  ten  or 
fifteen  years. 

In  view  of  the  present  condition  of  church  and  religious 
education  buildings  in  Indiana  and  the  fact  that  the  next  decade 
will  doubtless  witness  the  erection  of  many  new  church  build¬ 
ings,  the  following  recommendations  are  urged : 

(a)  Denominational  and  interdenominational  agencies  of 
supervision  and  promotion  should  give  the  widest  possible  pub¬ 
licity:  (i)  to  the  present  condition  of  church  and  religious 
education  plants  in  Indiana:  (2)  to  sources  of  information  re¬ 
garding  approved  standards,  and  (3)  to  concrete  examples  of 
buildings  which  exemplify  the  standards. 

Church  boards  contemplating  building  new  structures  or 
remodelling  their  present  ones  should  be  made  to  realize  that 
detailed  standards  for  all  of  the  items  in  a  complete  church  or 
religious  education  plant  are  available. 

(b)  The  church  buildings  in  Indiana  should  make  pro¬ 
vision  for  more  forms  of  activity  than  are  provided  for  at 
present.  An  expanding  educational  program  will  be  seriously 
handicapped  unless  the  physical  plant  is  modified  to  meet  new 
demands. 

(c)  Churches  should  be  encouraged  to  build  church  and 
religious  education  plants  which  will  from  the  start  meet  recog¬ 
nized  standards.  These  standards  should  be  studied  in  the 
light  of  local  needs  and  the  contemplated  program  of  the 
church.  With  the  aid  of  approved  standards  the  building  com¬ 
mittee  should — 

(1)  List  all  desirable  items  to  be  included  in  the  new 
building. 

(2)  Give  this  list  to  the  church  architect  for  his 
guidance. 


[55] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


(3)  Check  the  architect’s  plans  by  the  standards,  item 
by  item,  to  make  sure  that  no  items  have  been 
omitted  and  that  all  meet  the  approved  specifica¬ 
tions. 

(4)  Study  at  first  hand,  if  possible,  a  number  of  the 

more  progressive  church  and  religious  education 
plants. 

(d)  Cities  should  conduct  church-building  surveys  in  order 
to  secure  data  upon  which  to  base  intelligent  church-building 
programs.  The  Malden  Survey  is  a  case  in  point.2 

(e)  Provision  should  be  made  for  the  modification  of  the 
score-card  and  standards  for  city  church  plants  to  meet  the 
needs  of  the  church  in  the  open  country.  The  International 
Sunday  School  Council  of  Religious  Education  might  appro¬ 
priately  undertake  this  important  service. 


//.  Organization  and  Administration  of  Reli¬ 
gious  Education  in  the  Local  Church 

GOVERNING  BOARDS  AND  OFFICIALS.  TIME  SCHEDULES  AND 

SCHOOL  RELATIONSHIPS 

(1)  Only  a  small  percentage  of  the  churches  of  Indiana 
have  assumed  responsibility  for  the  organization,  administra¬ 
tion  and  program  of  the  church  school.  There  is  evidence, 
however,  that  the  church  is  slowly  coming  to  recognize  the 
church  school  as  an  integral  part  of  its  organization. 

(2)  There  is  little  agreement  as  to  the  duties  and  responsi¬ 
bilities  of  teachers  and  officers.  There  is  great  need  of  a 
definition  of  duties  upon  which  a  division  of  labor  can  be 
predicated. 

(3)  The  “Big  Four”  in  the  administration  of  the  Indiana 
Sunday  schools  are:  (a)  the  superintendent;  (b)  the  school 
cabinet;  (c)  the  church  school  business  meeting,  and  (d)  the 
pastor. 

2  The  Malden  Survey,  George  H.  Doran  Co.,  New  York. 

[56] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


(4)  The  weekly  school  session  is  held  before  the  Sunday 
morning  preaching  service  in  nine  out  of  every  ten  cases. 

(5)  The  school  session  lasts  one  hour,  one-half  of  which 
is  devoted  to  class  recitations. 

(6)  Reports  are  made  with  some  regularity  by  the  admin¬ 
istrative  officers  of  the  church  school,  but  80  per  cent,  of  the 
teachers  make  no  report. 

(7)  There  is  as  yet  little  recognition  of  the  right  of  pupils 
to  representation  in  the  membership  of  councils,  cabinets  or 
other  governing  boards  of  the  school. 

(8)  Young  people’s  and  junior  societies  under  church 
auspices  are  independent  of  both  the  church  and  the  church 
school. 

(9)  Non-church  organizations  operating  in  local  churches, 
for  the  most  part,  look  to  their  own  official  overhead  organiza¬ 
tions  for  their  programs  and  for  their  official  appointments. 

(10)  There  are  widespread,  spontaneous  efforts  to  carry 
the  lessons  of  the  church  school  into  the  life  of  the  community 
through  interdenominational  cooperation.  Adequate  com¬ 
munity  organization  is  needed  to  unify,  direct  and  develop 
these  efforts. 


ORGANIZATION 

(1)  The  majority  of  the  Sunday  schools  in  Indiana  are 
small  schools. 

Forty-three  per  cent,  have  an  enrollment  of  less  than  100 
pupils. 

Seventy-two  and  one-half  per  cent,  have  an  enrollment  of  less 
than  200  pupils. 

Sixty-five  per  cent,  have  an  average  attendance  of  less  than 
100  pupils. 

Eighty-six  per  cent,  have  an  average  attendance  of  less  than 
200  pupils. 

The  four-teacher  school  is  most  frequently  found. 

The  median  school  has  eight  teachers  and  five  officers. 

There  is  one  supply  teacher  to  every  ten  regular  teachers. 

The  typical  school  has  no  departmental  officers. 


[57] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


(2)  Seventy  per  cent,  of  the  Sunday  schools  are  completely 
ungraded  and  2.8  per  cent,  are  completely  graded.  Seven  out 
of  every  ten  Sunday  schools  consist  of  a  “main  school”  with  no 
divisions  of  departments  of  any  kind  except  the  class  groups. 
Ninety- four  and  seven-tenths  per  cent,  of  the  rural  schools  and 
49.3  per  cent,  of  the  urban  schools  are  of  the  “main  school” 
type. 

(3)  There  is  a  direct  relationship  between  the  size  of  the 
Sunday  school  and  both  graded  organization  and  graded 
instruction. 

(4)  Nineteen  different  classification  groups  were  revealed 
in  the  survey  of  256  churches.  The  standardized  depart¬ 
mental  classification  has  not  been  widely  adopted  in  Indiana. 
This  fact  suggests  that  this  type  of  departmental  organization 
does  not  fit  the  schools  generally  found  in  Indiana.  It  also 
raises  questions  regarding  the  efficiency  of  denominational  and 
interdenominational  supervision  and  promotion. 

(5)  The  small  number  of  departmental  meetings  of  all 
kinds  seems  to  be  another  evidence  that  departmental  organiza¬ 
tion  is  often  a  mere  conformity  to  the  mechanical  requirements 
of  a  new  organization-scheme,  without  the  essential  activities 
which  should  characterize  the  departmental  organization. 

(6)  Rural  schools  have  been  scarcely  touched  by  the  de¬ 
partmental  organization. 

(7)  Three  out  of  every  ten  Sunday  school  classes  are  or¬ 
ganized.  Class  organization  has  had  its  greatest  popularity 
among  classes  of  females  in  the  Junior  and  Intermediate  de¬ 
partments  of  graded  schools. 

DEVOTIONAL  AND  MISSIONARY  ORGANIZATIONS 

(1)  Four  different  independent  church  boards  are  operat¬ 
ing,  or  attempting  to  operate,  educational  programs  in  the  local 
church.  Overlapping,  confusion,  waste,  misunderstandings  are 
the  fruits  of  this  division  of  the  educational  responsibility 
within  the  church. 

(2)  More  than  46  per  cent,  of  the  churches  surveyed  have 
no  organizations  for  children  and  youth  except  the  church 

[58] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


school.  The  small  church  exhausts  its  leadership  in  “manning” 
its  church  school.  Unless  a  denomination  can  get  its  mission¬ 
ary  and  devotional  program  fully  expressed  through  the  church 
school  these  types  of  training  will  be  shut  out  of  46  per  cent, 
of  its  churches.  Not  a  single  church  was  found  which  main¬ 
tained  all  organizations  officially  organized  and  promoted  by  its 
denominational  boards. 

(3)  In  churches  operating  a  number  of  organizations  for 
children  and  youth,  it  was  found  that  a  very  large  percentage 
of  the  children  do  not  participate  in  all  of  the  societies  because 
of  the  physical  impossibility  of  carrying  so  complicated  a 
schedule. 

(4)  The  unnecessary  multiplication  of  organizations,  espe¬ 
cially  in  small  churches,  decreases  the  efficiency  of  the  educa¬ 
tional  work  of  the  church  by  calling  leadership  from  an  already 
undermanned  organization  to  inaugurate  a  new  society  which 
will  in  turn  be  undermanned.  The  expedient  of  having  the 
same  person  supervise  two  undermanned  organizations  divides 
the  energy  of  the  leader  and  confuses  the  children. 

(5)  Adolescent  boys  and  young  men  are  practically  un¬ 
touched  by  the  missionary  societies  promoted  in  local  churches. 

(6)  There  is  very  imperfect  grading  in  practically  all  non¬ 
church  school  societies,  due  to  four  causes:  (a)  the  scarcity 
of  leadership;  (b)  the  lack  of  training  for  specialized  leader¬ 
ship;  (c)  the  fact  that  the  programs  are  promoted,  in  many 
cases,  by  boards  that  do  not  make  education  their  main  task, 
and  (d)  the  fact  that  boards  that  are  not  charged  with  the 
whole  educational  task  are  not  apt  to  see  the  educational  task 
as  a  whole. 

NON-CHURCH  ORGANIZATIONS - THE  BOY  SCOUTS  OF  AMERICA 

IN  INDIANA  CHURCHES 

(1)  Nine  out  of  every  ten  Boy  Scouts  are  from  Sunday 
schools. 

(2)  Nine  out  of  every  ten  Boy  Scouts  are  in  the  public 
schools. 

(3)  Two  out  of  three  Boy  Scouts  are  of  Tenderfoot  rank. 

[59] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


(4)  One  out  of  four  Boy  Scouts  is  a  Second  Class  Scout. 

(5)  Nine  out  of  one  hundred  Boy  Scouts  are  First  Class 
Scouts.3 

(6)  One  out  of  five  hundred  Boy  Scouts  is  a  Life  Scout. 

(7)  One  out  of  four  Boy  Scouts  is  thirteen  years  old. 

(8)  Seven  out  of  ten  Boy  Scouts  are  between  twelve  and 
fourteen  years  of  age. 

(9)  The  typical  Boy  Scout  is  thirteen  years  of  age,  and  in 
the  eighth  grade  of  the  public  schools. 

(10)  The  life  of  a  typical  Indiana  Boy  Scout  is  one  year 
and  seven  months ;  the  life  of  a  typical  Boy  Scout  in  the  United 
States  is  one  year,  nine  months  and  eighteen  days. 

(n)  Four  out  of  nine  church  troops  practice  Sunday 
scouting. 

CHURCH  SCHOOL  FINANCE 

(1)  Fifty-five  and  eight-tenths  per  cent,  of  the  annual  ex¬ 
penditures  of  Indiana  Sunday  schools  is  for  the  support  of  the 
local  school  and  44.1  per  cent,  is  for  the  support  of  other 
religious  work. 

(2)  The  typical  church  school  expends  nothing  for 
salaries. 

(3)  The  median  expense  for  each  Sunday  school  for  the 
support  of  the  local  school  is  $100.75  Per  annum.  Eighty-four 
per  cent,  of  the  Sunday  schools  hold  fifty -two  weekly  sessions 
each  year.  The  cost  of  operation  for  the  typical  Indiana  Sun¬ 
day  school  is,  therefore,  slightly  more  than  two  dollars  per 
Sunday. 

(4)  The  following  statements  show  the  relative  cost  of 
operating  rural  and  urban  schools: 

(a)  One-half  of  the  rural  schools  expend  less  than  $45.75 
annually. 

(b)  One-half  of  the  rural  schools  expend  more  than  $45.75 
annually. 

3  A  normal  boy  should  reach  the  rank  of  First  Class  Scout  within  one 
year  after  his  initiation. 

[60] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


(c)  One-half  of  the  urban  schools  expend  less  than  $172.22 
annually. 

(d)  One-half  of  the  urban  schools  expend  more  than  $172.22 
annually. 

(5)  Seventy-two  and  five-tenths  per  cent,  of  the  rural 
schools  and  43.9  per  cent  of  the  urban  schools  do  not  expend 
any  money  out  of  the  school  treasuries  for  the  purchase  of 
record  and  report  books,  blanks  or  cards. 

(6)  The  expense  for  textbooks  and  teaching  supplies  is 
34.5  per  cent,  of  the  entire  budget;  the  median  cost  per  school 
is  $73.12. 

(7)  The  median  annual  cost  for  textbooks,  lesson  helps, 
papers,  and  supplies  used  in  teaching  per  pupil,  in  average  at¬ 
tendance,  is  $.99;  for  rural  schools,  $.92;  for  urban  schools, 
$1.04 

(8)  For  every  dollar  which  the  churches  expend  out  of 
their  treasuries  for  the  support  of  their  church  schools,  the 
church  schools  put  eleven  dollars  back  into  the  church  treasuries 
for  the  support  of  the  churches. 

(9)  Seventy  per  cent,  of  the  church  schools  make  some 
contribution  annually  to  the  missionary,  educational  and  other 
general  denominational  boards. 

(10)  The  chief  sources  of  income  of  church  schools  are 
(a)  class  and  individual  contribution;  (b)  special  collections. 

(11)  Forty-seven  cents  out  of  every  municipal  dollar  go 
for  the  support  of  public  schools;  but  only  two  and  three-tenths 
cents  of  every  church  dollar  go  for  the  support  of  the  church 
schools. 

GENERAL  CONCLUSIONS  AND  RECOMMENDATIONS 

( 1 )  The  chief  problems  of  organization  and  administration 
in  Indiana  concern  the  small  school.  Systems  intended  for 
large  schools  have  not  been  successfully  adapted  to  small 
schools.  The  small  school  should  receive  immediate  attention 
as  a  distinct  educational  problem. 

(2)  The  principles  of  educational  administration  and  their 

[61] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


application  to  the  educational  problems  of  the  local  church 
should  be  made  a  vital  part  of  the  training  of  the  administra¬ 
tive  officers  of  the  church  schools  of  Indiana. 

(3)  The  unification  of  the  educational  agencies  of  the 
local  church  is  an  imperative  necessity.  This  will  involve  the 
reorganization  of  overhead  national  boards  as  well  as  the  re¬ 
organization  of  local  church  societies. 

(4)  The  unity  of  the  educational  work  of  the  local  church 
demands  a  critical  analysis  of  all  non-church  agencies  which 
offer  educational  programs  to  the  children  and  youth  of  the 
church.  The  analysis  of  the  Boy  Scouts  included  in  this  sur¬ 
vey  should  be  extended  to  all  other  non-church  agencies  of 
moral  and  religious  education. 

(5)  A  uniform  system  of  church  and  religious  education 
accounting  should  be  installed  in  the  churches  of  Indiana.  This 
should  include  standardized  record  books,  statistical  forms, 
rules  governing  distribution  of  funds,  etc. 


111.  C hild  A ccounting  in  the  Sunday  Schools 

ENROLLMENT  AND  ATTENDANCE 

( 1 )  In  the  Sunday  schools  surveyed  only  one  pupil  out  of 
every  one  hundred  enrolled  is  of  foreign  birth. 

(2)  In  the  two  counties  surveyed,  of  the  total  rural  popu¬ 
lation  of  less  than  twenty-one  years  of  age,  39.1  per  cent,  are 
enrolled  in  Sunday  schools,  while  of  the  total  urban  population 
of  less  than  twenty-one  years  of  age,  48.6  per  cent,  are  enrolled 
in  Sunday  schools. 

(3)  The  Indiana  Sunday  schools  surveyed  attract  boys  less 
than  they  attract  girls,  i.  e.,  they  enroll  a  higher  percentage  of 
girls  than  boys. 

(4)  The  Sunday  schools  in  rural  communities  enroll  a 
higher  percentage  of  boys  than  is  the  case  in  the  urban  Sunday 
schools. 

(5)  Considering  only  the  Sunday  school  enrollment  of 
pupils  of  less  than  twenty-five  years  of  age,  more  pupils  are 

[62] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


enrolled  at  twelve  years  than  at  any  other  age.  This  is  true  for 
both  rural  and  urban  Sunday  schools. 

(6)  Using  the  same  group  as  in  (5),  the  median  age — 
that  is  the  middle  pupil  if  all  the  pupils  were  stood  up  in  a  row 
according  to  age — is  11.4  years;  for  boys,  the  median  is  11.1 
years  and  for  girls,  11.7  years. 

(7)  The  median  age  for  the  rural  pupils  is  12.7  years;  for 
the  urban  pupils  it  is  11.3  years. 

(8)  During  the  twelfth  year  and  the  fourteenth  year  occurs 
the  greatest  elimination  of  Sunday  school  pupils. 

(9)  The  period  of  greatest  recruiting  of  the  Sunday  school 
is  from  the  third  to  the  fifth  year  of  age. 

(10)  Of  the  group  of  Sunday  school  pupils  of  less  than 
twenty-five  years  of  age,  eleven  out  of  twenty  report  them¬ 
selves  as  members  of  churches.  In  rural  communities  only 
nine  out  of  twenty,  and  in  urban  communities  between  eleven 
and  twelve  out  of  twenty  report  themselves  as  members  of 
churches. 

( 1 1 )  Only  one  out  of  every  four  pupils  in  the  communities 
surveyed  is  enrolled  in  organized  Sunday  school  classes. 

(12)  The  pupil  attends  Sunday  school  with  equal  regular¬ 
ity  whether  using  graded  lessons  or  ungraded  lessons.  In 
either  event,  he  attends  approximately  every  other  Sunday  that 
the  Sunday  school  is  in  session. 

RECORDS  AND  REPORTS 

(1)  Only  one  out  of  every  three  schools  surveyed  has  any 
regulation  as  to  the  number  of  days  a  pupil  must  have  attended 
before  his  name  is  placed  on  the  roll.  The  modal  requirement 
is  three  days’  attendance. 

(2)  Only  one  school  in  eight  has  any  requirement  as  to 
how  many  consecutive  Sundays  a  pupil  may  be  absent  before 
being  dropped  from  the  roll. 

(3)  Two  out  of  three  schools  use  the  yearly  class-book  for 
recording  attendance  and  other  data  on  pupils. 

(4)  Four  out  of  five  schools  use  only  one  pupil  record 
form.  One  out  of  ten  schools  uses  two  record  forms. 

[63] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


(5)  The  only  data  on  pupils  which  the  Sunday  school  au¬ 
thorities  in  all  schools  regard  as  sufficiently  important  to  record 
are  the  full  name  of  the  pupil  and  his  absence  from  class. 
Nine  out  of  ten  of  the  Sunday  schools  record  these  facts. 
About  half  of  the  schools  make  a  record  of  the  residence  of  the 
pupil  and  the  date  of  the  pupil’s  birth. 

IV.  T eachers  and  Supervision  of  T eaching 

GENERAL  QUALIFICATIONS  OF  INDIANA  SUNDAY  SCHOOL 

TEACHERS 

( 1 )  The  typical  Indiana  Sunday  school  teacher  is  a  married 
woman,  thirty-seven  years  of  age,  with  two  children.  She  has 
an  annual  income  of  $1,474.  The  Indiana  Sunday  school 
teachers  were  reared  in  rural  homes  in  which  the  father’s  an¬ 
nual  income  was  $1,084. 

(2)  Sunday  school  teachers  are  recruited  from  children 
and  adults.  Public  school  teachers  are  recruited  from  middle 
and  later  adolescents.  The  church  school  neglects  the  young 
men  and  women  at  the  verv  time  that  they  are  making  their 
vocational  choices. 

(3)  The  Sunday  schools  of  Indiana  are  taught  by  church 
members.  The  median  age  of  joining  church  is  14.9  years. 
The  predominant  group,  however,  joined  church  at  twelve, 
thirteen  and  fourteen  years.  The  influences  which  these 
teachers  believe  were  most  affective  in  leading  them  to  join 
church  were,  in  the  order  of  their  importance,  (a)  the  home, 
(b)  the  revival,  (c)  the  church  school,  (d)  the  church  service, 
(e)  companions,  and  (f)  young  people’s  meetings. 

(4)  Besides  teaching  in  the  Sunday  school,  each  teacher 
carries  two  other  church  responsibilities.  The  percentage  of 
attendance  and  punctuality  at  the  church  school  sessions  is  very 
high. 

(5)  The  motives  that  led  the  Indiana  Sunday  school  teach¬ 
ers  to  accept  service  in  the  church  school  are  fundamental  and 
worthy  of  highest  praise. 

(6)  The  Indiana  Sunday  school  teachers  are  the  mature 

[64] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


men  and  women  of  the  church,  who,  in  addition  to  the  duties 
of  home  and  business,  assume  the  responsibility  for  three  types 
of  service  to  the  local  church  because  of  profound  convictions 
that  the  work  is  of  supreme  importance  and  worthy  of  sacri¬ 
ficial  service. 

EDUCATION,  PROFESSIONAL  PREPARATION  FOR  TEACHING  AND 

TEACHING  EXPERIENCE 

(1)  Two  hundred  thousand  Sunday  school  pupils  are 
taught  each  Sunday  by  Indiana  teachers  who  have  had  less 
than  ten  years  of  schooling.  There  are  as  many  Indiana  Sun¬ 
day  school  teachers  who  have  had  three  years  of  high  school 
training  as  there  are  teachers  who  have  not  had  that  amount  of 
schooling. 

One- fourth  of  the  teachers  have  had  fewer  than  8.8  years 
of  schooling.  Thirty-eight  and  nine-tenths  per  cent,  have  had 
fewer  than  ten  years  of  schooling.  Teachers  with  the  smaller 
number  of  years  of  schooling  are  not  limited  to  the  older 
teachers  whose  education  was  received  before  modern  educa¬ 
tional  advantages  were  so  well  developed  in  Indiana. 

(2)  The  religious  reading  of  Indiana  Sunday  school 
teachers  consumes  between  three  and  four  hours  each  week. 
Ten  books  are  read  annually  and  church  and  Sunday  school 
papers  are  read  with  some  regularity.  The  newer  type  of 
journals  of  religious  education,  such  as  the  Church  School, 
the  Sunday  School  Worker  and  the  Christian  Educator,  are 
practically  unknown  to  the  rank  and  file  of  Indiana  Sunday 
school  teachers.  The  Ladies'  Home  Journal,  the  Literary  Di¬ 
gest,  the  American  Magazine  and  the  Saturday  Evening  Post 
are  the  most  popular  of  the  general  magazines  read  by  the 
Indiana  Sunday  school  teachers. 

(3)  The  professional  training  of  the  Indiana  Sunday 
school  teachers  for  religious  education  is  almost  negligible. 
The  rank  and  file  of  Sunday  school  teachers  have  had  no 
courses  in  the  Bible,  religion  or  religious  education,  in  any 
institution  of  higher  learning. 

(4)  The  church  colleges  of  Indiana  have  made  little  con- 

[65] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


tribution  to  the  Biblical  or  professional  training  of  the  Sunday 
school  teachers  of  the  state.  They  have  established  special 
departments  for  the  training  of  public  school  teachers,  but  they 
have  given  little  attention  to  the  task  of  preparing  teachers  for 
the  church  schools  of  Indiana. 

The  leading  denominational  colleges  of  Indiana  devote 
more  than  thirteen  times  as  much  energy  to  the  preparation  of 
teachers  for  the  state  as  they  do  to  the  preparation  of  teachers 
for  the  church. 

Only  about  one  in  six  students  who  attend  the  leading  de¬ 
nominational  colleges  of  Indiana  enters  the  classes  in  Bible, 
religion,  or  religious  education,  and  only  one  out  of  sixty-four 
students  enters  the  classes  in  religious  education. 

(5)  The  Sunday  school  teachers  of  Indiana  are,  as  a  class, 
untrained. 

(6)  The  typical  Indiana  Sunday  school  teacher  has  taught 
in  Sunday  school  six  and  one-half  years.  The  teaching  has 
covered  a  wide  age-range.  The  teaching  has  been  almost 
entirely  without  supervision,  and  hence  has  had  little  value  as  a 
means  of  improving  the  quality  of  teaching.  Unsupervised 
teaching  experience  generally  tends  to  confirm  bad  teaching 
habits. 


STANDARDS  AND  METHODS 

(1)  Nearly  all  the  teachers  recognize  the  value  of  applying 
the  Sunday  school  lesson  to  life,  and  about  one-sixth  have 
caught  the  social  significance  of  religion  and  recognize  it  in 
their  teaching  program. 

(2)  Nearly  all  teachers  read  the  lesson  over  carefully  be¬ 
fore  attempting  to  teach  it.  Only  a  few  make  a  lesson  outline. 
Seven  out  of  ten  make  no  effort  to  master  the  Biblical  setting 
of  the  lesson. 

(3)  Half  of  the  teachers  prepare  their  lessons  early  Sunday 
morning  or  late  Saturday  night. 

(4)  The  typical  male  teacher  spends  75.6  minutes  a  week 
in  preparation  of  his  lesson.  The  typical  female  teacher  spends 
66.7  minutes  a  week  on  her  lesson. 

[66] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


(5)  Different  types  of  questions  are  used  indiscriminately 
by  a  large  percentage  of  teachers  of  all  grades.  There  is  an 
instinctive  tendency  to  make  the  lessons  plain  and  helpful 
rather  than  a  conscious  application  of  the  fine  art  of  question¬ 
ing. 

(6)  Of  1,205  teachers  reporting  on  lesson  assignment,  5 50 
said  that  they  assumed  the  pupils  would  take  the  next  lesson 
and  made  no  assignment. 

(7)  There  are  signs  of  the  presence  of  a  definite  but  not 
widespread  demand  for  approved  standards  and  methods  in 
the  educational  work  of  the  teachers  who  replied  to  the  ques¬ 
tions  on  those  topics.  The  upper  one-quarter  are  struggling 
to  better  conditions  in  the  Sunday  school,  and  this  survey 
shows  the  presence  of  a  group  of  earnest  and  progressive 
teachers  who  will  respond  gladly  to  a  forward  looking  educa¬ 
tional  program.  The  unmistakable  marks  of  pedagogical 
“quackery”  are,  however,  observable.  The  great  majority  are 
doing  the  best  they  can  with  the  light  they  have. 

CLASSIFICATION  OF  INDIANA  SUNDAY  SCHOOL  TEACHERS 

(1)  General  Education 

Class  A  includes  all  teachers  who  have  had  sixteen  or  more 
years  of  schooling.  Eleven  and  eight-tenths  per  cent,  of  the 
teachers  are  in  this  class. 

Class  B  includes  all  teachers  who  have  had  fourteen  years 
of  schooling  and  less  than  sixteen  years.  Five  and  seven- 
tenths  per  cent,  of  the  teachers  are  in  this  class. 

Class  C  includes  all  teachers  who  have  had  twelve  years  of 
schooling  and  less  than  fourteen  years.  Twenty-eight  and 
eight-tenths  per  cent,  of  the  teachers  are  in  this  class. 

Class  D  includes  all  teachers  who  have  had  ten  years  of 
schooling  and  less  than  twelve  years.  Seventeen  and  two- 
tenths  per  cent,  of  the  teachers  are  in  this  class. 

Class  E  includes  all  teachers  who  have  had  eight  years  of 
schooling  and  less  than  ten  years.  Twenty-eight  and  six- 
tenths  per  cent,  of  the  teachers  are  in  this  class. 


[67] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Class  F  includes  all  teachers  who  have  had  less  than  eight 
years  of  schooling.  Seven  and  nine-tenths  per  cent,  of  the 
teachers  are  in  this  class. 

The  median  Indiana  Sunday  school  teacher  has  had  eleven 
years  of  schooling . 


(2)  Professional  Training 

Group  1  includes  those  teachers  who  have  had  five  courses 
in  religious  education  in  college,  or  three  years  in  an  approved 
community  training  school.  Six  and  five-tenths  per  cent,  of 
the  teachers  are  in  this  group. 

Group  2  includes  those  teachers  who  have  had  three  re¬ 
ligious  education  courses  in  college  or  normal  school,  or  two 
years  in  a  community  training  school,  or  one  year  in  a  com¬ 
munity  training  school  and  forty  weeks  in  a  teacher-training 
class  in  the  local  church.  Six  and  two-tenths  per  cent,  of  the 
teachers  are  in  this  group. 

Group  3  includes  those  teachers  who  have  had  twenty-four 
weeks  in  a  community  training  school  or  sixty  weeks  in  an 
approved  teacher-training  course  or  school  of  principles  and 
methods.  Eight  per  cent,  of  the  teachers  are  in  this  group. 

Group  4  includes  those  teachers  who  have  had  forty  weeks 
in  a  teacher-training  class  in  the  local  church  or  equivalent 
lessons  in  a  community  training  school  or  school  of  principles 
and  methods.  Sixteen  and  two-tenths  per  cent,  of  the  teachers 
are  in  this  group. 

Group  5  includes  those  teachers  who  have  had  ten  weeks  in 
a  teacher-training  class  in  the  local  church  or  an  equivalent 
amount  of  training  in  schools  of  principles  and  methods  or 
summer  conferences.  Eleven  and  six-tenths  per  cent,  of  the 
teachers  are  in  this  group. 

Group  6  includes  those  teachers  who  have  had  less  than  ten 
weeks  of  teacher-training.  Fifty-one  and  seven-tenths  per 
cent,  of  the  teachers  are  in  this  group. 

The  median  Indiana.  Sunday  school  teacher  has  had  fewer 
than  ten  weeks  of  professional  training . 

[681 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


(3)  Teaching  Experience 

Grade  A  includes  those  teachers  who  have  had  three  years 
of  teaching  experience.  Seventy-one  and  two-tenths  per  cent, 
of  the  teachers  are  in  this  grade. 

Grade  B  includes  those  teachers  who  have  had  two  years  of 
teaching  experience.  Nine  and  five-tenths  per  cent,  of  the 
teachers  are  in  this  grade. 

Grade  C  includes  those  teachers  who  have  had  one  year  of 
training  experience.  Twelve  and  four-tenths  per  cent,  of  the 
teachers  are  in  this  grade. 

Grade  D  includes  those  teachers  who  have  had  less  than 
one  year  of  teaching  experience.  Six  and  nine-tenths  per  cent, 
of  the  teachers  are  in  this  grade. 

The  median  Indiana  Sunday  school  teacher  has  had  six  and 
one -half  years  of  teaching  experience. 

Counting  50  per  cent,  for  general  education,  35  per  cent, 
for  professional  training  and  15  per  cent,  for  teaching  expe¬ 
rience,  the  typical  Indiana  Sunday  school  teacher  would  grade 
39.9  per  cent.,  and  the  largest  single  group  of  teachers  would 
grade  23  per  cent. 

Compared  with  the  rural  public  school  teachers  of  Indiana, 
it  may  be  said  that  87. 7  per  cent,  of  all  the  Sunday  school 
teachers  of  Indiana  fall  below  the  lowest  standards  which  are 
accepted  by  the  state  for  rural  public  school  teachers  in  Indiana. 

SUPERVISION  OF  TEACHING 

(1)  The  general  superintendent  of  an  Indiana  Sunday 
school  is  a  mature  man  41.2  years  old,  with  no  training  for,  or 
experience  in,  educational  supervision.  He  accepted  his  office 
from  worthy  motives  and  gives,  from  his  regular  business,  a 
few  hours  each  week  to  the  administrative  side  of  his  office. 

(2)  The  pastor  does  not  supervise  the  teaching  in  the 
church  school. 

(3)  The  general  superintendent  does  not  supervise  the 
teaching  in  the  church  school. 


[69] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


(4)  The  general  superintendent  provides  no  means  by 
which  his  teachers  may  grow  in  knowledge  and  teaching  skill 
while  they  are  in  the  teaching  service.  Teacher-training 
classes  and  teachers’  meetings  are  not  successfully  conducted  in 
more  than  a  small  fraction  of  Indiana  churches. 

(5)  The  supervisory  work  of  departmental  superintendents 
does  not  differ  materially  from  that  of  the  general  superintend¬ 
ent.  The  only  marked  difference  between  the  two  supervisors 
is  in  the  higher  general  intelligence  of  the  departmental 
superintendents.  Both  are  equally  without  training  for 
supervisory  work.  Both  are  mature,  consecrated  church 
workers  who  are  impelled  to  the  service  because  of  high  and 
holy  motives. 

GENERAL  CONCLUSIONS  AND  RECOMMENDATIONS 

(1)  The  Indiana  Sunday  school  teacher  is  a  sincere,  de¬ 
voted  Christian  of  mature  years,  who  has  entered  the  teaching 
service  through  the  highest  possible  motives. 

(2)  The  Indiana  Sunday  school  teacher  is  untrained. 

(3)  The  Indiana  Sunday  school  teacher  is  unsupervised. 

(4)  A  systematic  campaign  should  be  conducted  by  the 
churches  of  Indiana  to  enlist  high  school  graduates  and  college- 
trained  men  and  women  in  the  teaching  service  of  the  local 
church. 

(5)  The  denominational  colleges  of  Indiana  should  make 
more  liberal  provision  for  the  training  of  the  educational 
leaders  of  the  local  churches  of  the  state.  Systematic,  organ¬ 
ized  effort  should  be  made  by  denominational  and  inter¬ 
denominational  boards  and  associations,  (a)  to  recruit  students 
for  Biblical  and  religious  education  courses  in  the  colleges  of 
the  state,  and  (b)  to  connect  college  students  with  local  church 
schools  as  soon  as  they  return  to  their  home  communities  or 
settle  in  other  communities  of  the  state. 

(6)  High-grade,  standardized,  teacher-training  courses  for 
present  and  prospective  teachers  should  be  prepared  and 
vigorously  promoted.  These  courses  should  be  adapted  to 

[70] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


training-classes  in  the  local  churches,  community  training 
schools,  summer  assemblies  and  short-term  institutes. 

(7)  The  untrained,  unsupervised,  voluntary  teacher  and 
officer  is  entitled  to  close,  sympathetic  and  continuous  super¬ 
vision  by  trained  experts.  Competent  supervision  in  the  local 
Sunday  school,  in  the  community  and  in  larger  territorial  units 
should  be  provided  at  once. 

V .  The  Supervision  and  Promotion  of  Protes¬ 

tant  C hristian  Education  in  Indiana 

ORGANIZATION  AND  OFFICERS 

(1)  The  Indiana  Sunday  School  Association  and  its  affili¬ 
ated  county,  district  and  township  associations  comprise  a  series 
of  voluntary  associations  of  Sunday  school  workers  organized 
on  the  basis  of  territorial  units  for  the  purpose  of  promoting 
interdenominational  Sunday  school  work. 

(2)  About  56  per  cent,  of  the  state  of  Indiana  is  organized 
under  voluntary  leadership  for  cooperative  Sunday  school 
work,  and  the  State  Sunday  School  Association  has  a  history 
that  goes  back  fifty-seven  years. 

(3)  For  the  direction  of  a  possible  1,092  county  and  dis¬ 
trict  or  township  organizations,  with  nearly  8,000  officers,  the 
state  employs  one  general  secretary  with  no  field  assistants. 
Two  salaried,  full-time  educational  supervisors  are  employed. 

(4)  It  is  self-evident  that  a  large  part  of  the  time  and 
energy  of  the  state  staff  must  be  given  to  the  maintenance  of 
the  thousands  of  affiliated  organizations,  most  of  which  are  in 
charge  of  untrained,  voluntary  officers.  The  rapid  turn-over 
in  the  officiary  of  the  county  associations  alone  presents  admin¬ 
istrative  problems  which  deserve  the  entire  time  of  a  much 
larger  staff  than  the  Indiana  Sunday  School  Association  has 
ever  employed,  to  say  nothing  of  the  educational  demands  on 
the  state  staff. 

(5)  The  Indiana  young  people’s  division  superintendent  is 
selected  from  the  faithful  Sunday  school  teachers  of  average 
ability  who  attend  the  county  conventions  and  manifest  an 

[71] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


interest  in  young  people’s  work  in  the  local  church.  Profes¬ 
sional  training  and  specific  preparation  for  their  work  is  limited 
to  infrequent  attendance  upon  county  or  state  conferences. 

(6)  The  Indiana  children’s  division  superintendents  come 
from  average  country  homes.  They  have  had,  on  an  average, 
from  ten  to  twelve  years  of  schooling;  many  of  them  have 
taught  in  the  public  schools  and  their  professional  training  is 
limited  to  that  received  while  preparing  for  public  school  work. 
They  are  earnest  and  consecrated  workers  in  the  church  and 
Sunday  school.  They  give  to  their  work  just  such  time  as  they 
can  take  from  lives  already  overcrowded  with  other  duties. 
Their  training  for  supervisory  work  has  been  almost  entirely 
neglected;  and  the  actual  amount  of  supervision  attempted  by 
them  is  relatively  too  small  to  be  considered  as  a  factor  in  the 
work  of  the  local  Sunday  schools.  They  render  their  largest 
service  as  promoters  of  conference  and  convention  programs, 
not  as  supervisors. 

(7)  Four  township  or  district  supervisory  officers  (chil¬ 
dren’s,  young  people’s,  adult  and  administration  division  super¬ 
intendents)  have  direct  contact  with  the  local  Sunday  schools, 
and  for  this  reason,  they  are  directly  responsible  both  for 
carrying  to  the  local  school  the  ideas  and  plans  of  the  Interna¬ 
tional  Sunday  School  Association  and  for  stimulating  local 
initiative  and  developing  local  leadership. 

(8)  The  township  supervisors  are  busy  Sunday  school 
teachers  of  average  ability  whose  Sundays  are  largely  pre¬ 
empted  by  their  own  Sunday  schools.  They  are  inexperienced, 
untrained,  voluntary  workers.  In  their  hands,  the  work  of 
supervision  becomes  almost  an  unknown  quantity. 

(9)  There  is  a  complete  “turn-over”  in  the  personnel  of 
county  and  township  officers  and  supervisors  every  twelve  to 
eighteen  months. 

(10)  The  supervisory  system  of  the  Indiana  Sunday 
School  Association  breaks  down  almost  completely  in  the  hands 
of  county  and  township  offices,  and  consequently,  very  little  of 
the  ideals  and  educational  content  of  the  higher  levels  finds  its 
way  into  the  local  school  through  these  channels.  It  exhausts 
the  energy  of  the  state  supervisors  to  keep  lines  of  communica- 

[7  2] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


tion  in  operation,  and  this  report  shows  that  most  of  the  super¬ 
visory  machinery  is  inoperative  most  of  the  time. 

(n)  The  local  Sunday  schools  of  Indiana  are  suffering 
from  the  effects  of  long-distance  supervision,  and  from  their 
failure  to  recognize  that  voluntary,  local  workers  need  imme¬ 
diate,  constant  and  personal  supervision  by  highly  trained 
specialists.  This  means  that  local  budgets  should  be  obtained 
to  provide  competent  supervisors  for  local  schools  and  for  local 
associations. 

(12)  The  instruments  of  supervision  have  been  (a)  the 
conventions,  (b)  the  county  councils,  (c)  efficiency  institutes, 
(d)  teacher-training  schools  and  classes.  An  analysis  of  the 
data  published  in  this  report  will  show  that  the  present  finances 
and  leadership  are  adequate  to  carry  the  convention  system,  but 
that  they  break  down  when  they  undertake  to  operate  agencies 
which  require  professional  training,  continuous  service  and 
adequate  finance. 

(13)  High  tribute  is  due  to  those  who  are  heroically  trying 
to  operate  an  undermanned  supervisory  system,  and  praise  is 
also  due  to  the  system.  Indiana  should  man  the  machine  with 
trained  supervisors  from  the  bottom  up.  It  should  not  do  less 
for  the  state  Sunday  school  association,  but  it  should  do  infi¬ 
nitely  more  for  the  teachers  and  officers  in  the  local  schools, 
especially  through  community  cooperation  in  training  and 
supervision. 

ORGANS  AND  AGENCIES  OF  SUPERVISION  AND  PROMOTION 

(1)  Conventions 

More  than  125,000  persons  attended  Sunday  school  conven¬ 
tions  in  Indiana  in  1920.  The  state  convention  has  grown  in 
popularity  and  influence.  These  conventions  have  been  used 
as  agencies  to  introduce  the  most  modern  methods  of  Sunday 
school  work  into  the  state. 

(2)  Township  Conventions 

These  are  the  ultimate  units  in  the  convention  system  of  the 
International  Sunday  School  Association.  From  these  demo" 

[73] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


cratic,  local  conferences,  there  are  carried  up  to  county,  state 
and  nation  the  problems  and  the  contributions  of  the  workers 
who  come  into  closest  contact  with  the  actual  work  of  the  local 
schools.  In  like  manner,  they  serve  as  a  means  of  conveying 
the  ideals  of  the  national  and  state  leaders  to  the  leaders  in  the 
local  schools. 

(3)  Efficiency  Institutes 

During  recent  years,  the  General  Secretary  has  called  the 
county  officers  into  an  annual  Efficiency  Institute.  These  “In¬ 
stitutes”  have  been  well  attended;  the  membership  in  1920  was 
625. 

(4)  County  Councils 

Of  the  seventy  counties  returning  information,  sixty-one 
reported  from  one  to  fifteen  meetings  annually.  The  total 
number  of  county  council  meetings  of  the  sixty-one  counties 
was  240.  The  attendance  at  197  of  these  meetings  was  1,596. 

(5)  Divisional  Institutes 

These  institutes,  lasting  from  one  to  three  days,  are  the 
most  effective  agencies  which  divisional  superintendents  have 
for  the  developing  of  a  specialized  leadership.  Comparatively 
little  use  is  being  made  of  this  agency  at  present. 

(6)  Standards 

Denominational  Sunday  School  Association  standards  have 
been  actively  promoted ;  a  state  paper  is  issued  monthly,  prizes 
and  awards  are  used  to  stimulate  efficient  work,  and  reports  and 
personal  visits  of  superintendents  are  encouraged. 

(7)  Training  of  Teachers 

Teacher-training  agencies  are  very  inactive,  largely  on  ac¬ 
count  of  the  small  promotional  staff  in  the  state  office. 

[74] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


BUDGET  AND  STATISTICS 

( 1 )  The  popularity  of  the  Indiana  Sunday  School  Associa¬ 
tion  is  shown  by  the  willingness  with  which  the  local  Sunday 
schools  finance  the  overhead  organization.  Seventy-one  coun¬ 
ties  reported  budgets  for  1920  totalling  $17,776.  Of  this 
amount,  $12,226  were  sent  to  the  association  to  meet  overhead 
expenses.  The  fact  that  more  than  two  dollars  are  sent  out  of 
each  county  for  overhead  expense  for  every  one  dollar  ex¬ 
pended  at  home  shows  a  cordial  relationship  between  the  coun¬ 
ties  and  the  state  association.  But  the  small  sum  expended  in 
the  promotion  of  local  schools  is  evidence  that  there  is  hardly 
any  trained  leadership  devoting  its  time  to  the  development  of 
the  schools  in  the  local  churches  of  Indiana. 

(2)  Fifty-one  per  cent,  of  the  Indiana  Sunday  School  As¬ 
sociation’s  annual  report  for  1920  was  based  on  actual  figures 
and  49  per  cent,  represented  estimates  of  state,  county,  and 
township  secretaries.  It  is  impossible,  therefore,  to  estimate 
the  accuracy  of  the  statistical  reports  of  the  Indiana  Sunday 
School  Association  and  its  affiliated  county,  township  and  dis¬ 
trict  associations. 

(3)  The  information  which  reaches  the  Government 
Census  Bureau  passes  through  denominational  and  interde¬ 
nominational  secretaries  in  the  same  manner  in  which  the  same 
material  reaches  the  International  Sunday  School  Association. 
A  more  refined  method  of  treating  statistical  data  in  the  Gov¬ 
ernment  office  cannot  correct  the  defects  which  attend  the 
gathering  and  preserving  of  data  within  the  local  Sunday 
school.  Those  who  would  improve  the  accuracy  of  Sunday 
school  statistics  must  begin  with  their  local  Sunday  school. 

BIBLE  STUDY  FOR  CREDIT  IN  THE  INDIANA  HIGH  SCHOOLS 

During  the  five  school  years  beginning  1916-17  and  ending 
1920-21,  a  total  of  6,933  Indiana  high  school  pupils  wrote  ex¬ 
aminations  for  high  school  credit  under  the  auspices  of  a  Board 
of  Control  of  Bible  Study  for  credit  in  the  Indiana  high 
schools.  Eighty  per  cent,  of  the  candidates  made  passing 

[75] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 

grades.  These  5,547  students  received  a  total  of  4,454  units 
of  credit  in  Biblical  subjects.  Ninety-seven  of  these  successful 
students  presented  Biblical  subjects  for  credit  at  eleven  colleges 
in  Indiana  during  the  three  years  preceding  June  15,  1921. 
The  number  of  pupils  seeking  high  school  credit  for  Bible 
study  in  Indiana  is  increasing  from  year  to  year  and  the  plan 
is  growing  in  favor  with  public  school  superintendents  and 
teachers. 

This  report  analyzes  the  facts  available  regarding  Bible 
study  for  credit  in  the  Indiana  high  schools  and  concludes  that 
valuable  as  this  plan  may  be  for  literary  and  academic  purposes, 
the  plan  does  not  provide  the  solution  of  the  problem  of  the 
religious  training  of  the  children  and  youth  of  Indiana.  This 
problem  must  be  solved  under  church  auspices  and  not  as  a  by¬ 
product  of  secular  education. 

DENOMINATIONAL  PROMOTION  AND  SUPERVISION  OF  RELIGIOUS 

EDUCATION  IN  INDIANA 

Seventeen  denominations  gave  information  regarding  their 
Sunday  school  work  in  Indiana.  Six  of  these  denominations 
have  no  form  of  organization  for  the  promotion  of  their  Sun¬ 
day  schools  in  Indiana;  one  has  a  Young  People’s  Union;  one, 
a  Home  Mission  organization;  one,  a  conference  secretary,  and 
only  four  report  religious  education  departments  of  their  state 
boards. 

Eight  denominational  boards  spent  nothing  on  their  Sunday 
school  work  in  Indiana  during  the  five  years  preceding  the 
date  of  this  survey.  Seven  expended  an  aggregate  of  $19,300 
a  year  for  this  purpose.  Repeated  efforts  failed  to  obtain 
from  the  proper  officials  satisfactory  statements  regarding  the 
amounts  of  money  expended  annually  on  their  Sunday  schools 
in  Indiana  and  the  amounts  received  from  them  for  various 
church  causes. 

The  denominational  boards  give  varying  degrees  of  service 
to  their  church  schools  in  Indiana.  Four  do  nothing  more  than 
supply  literature ;  two  provide  convention  speakers ;  one  issues 
literature  and  arranges  conferences;  one  holds  conventions  and 

[76] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


conferences;  four  publish  promotion  literature  and  organize 
conferences,  and  one  limits  itself  to  correspondence. 

In  most  of  the  denominations,  the  leadership  in  religious 
education  is  divided.  Several  boards  within  the  denominations 
issue  separate  and  sometimes  competing  programs  and  pro¬ 
mote  unrelated  and  rival  organizations  within  the  local  church. 

The  lack  of  coordination  within  the  denomination  and  of 
the  denomination  with  the  general  movement  for  religions 
education  is  the  most  outstanding  weakness  revealed  by  the 
survey  of  denominational  Sunday  school  agencies  in  Indiana. 
Not  a  denomination  was  found  which  had  unified  its  various 
boards  into  a  single  religious  educational  leadership,  to  its  own 
satisfaction.  And  the  survey  failed  to  reveal  a  denomination 
which  had  satisfactorily  related  itself  to  the  general  Sunday 
school  movement.  As  a  result  of  this  failure  of  coordination, 
there  is  overwhelming  evidence  of  friction,  wastefulness  and 
inefficiency. 

SUMMARY  AND  EVALUATION  OF  THE  INDIANA  SUNDAY  SCHOOL 

ASSOCIATION 

The  Indiana  Sunday  School  Association  has  won  the  en¬ 
thusiastic  support  of  the  Protestant  churches  of  Indiana.  It  is 
now  experiencing  the  most  concrete  evidences  of  widespread 
popular  approval.  Its  conventions  are  the  largest  in  its  history. 
Its  budget  is  raised  by  apportionments  to  local  schools.  These 
apportionments  are  paid  more  promptly  and  more  cheerfully 
than  in  any  previous  period  of  the  history  of  the  association. 

The  foregoing  analysis  of  a  popular  organization  with  more 
than  half  a  century  of  helpful  service  to  the  state,  has  revealed 
many  points  of  strength  and  laid  bare  some  points  of  weakness 
which  this  section  will  attempt  to  summarize. 

(i)  Elements  of  Strength 

(a)  Democracy  of  Control:  The  Indiana  Sunday  School 
Association  is  a  democratic  organization.  Any  Protestant 
Christian  citizen  of  Indiana  can  join  it.  Its  township,  county 
and  state  conventions  are  open  forums  for  the  discussion  of 

[77] 


RELIGIOUS  EDUCATION  OF  PROTEST  ANTS 


any  and  all  problems  concerning  the  religious  education  of  the 
state. 

(b)  Interdenominational  Cooperation :  Through  this  demo¬ 
cratic  organization  all  Protestant  Christian  bodies  may  carry 
forward  their  cooperative,  community  work  in  religious  educa¬ 
tion.  The  Protestant  Christian  bodies  need  an  organ  through 
which  their  common  tasks  can  be  performed. 

(c)  Growth  through  Participation :  This  association  pro¬ 
vides  a  channel  through  which  thousands  of  local  workers  may 
actually  participate  in  forming  the  policies  which  are  to  be  ap¬ 
plied  to  their  own  and  to  other  schools.  This  opportunity  for 
growth  through  participation  is  part  of  the  genius  of  the 
Indiana  Sunday  School  Association. 

(d)  Executive  and  Supervisory  Systems:  In  spite  of  the 
weakness  which  has  been  pointed  out  in  the  operation  of  the 
executive  and  supervisory  systems  of  the  Indiana  Sunday 
School  Association,  the  principles  underlying  these  systems  are 
fundamentally  sound.  The  tendency  to  distinguish  between 
administration  and  supervision  is  in  harmony  with  approved 
standards.  The  system  of  training  through  councils,  institutes, 
etc.,  is  in  line  with  the  most  modern  methods.  Many  of  its 
educational  standards  are  crude  and  of  doubtful  value,  but  the 
practice  of  using  standards  and  scales  to  measure  results  is  most 
commendable. 

(2)  Elements  of  Weakness 

(a)  Dependence  on  Voluntary  Leadership :  It  is  true  that 
the  greater  part  of  the  work  in  religious  education  must  be 
done  by  voluntary  workers.  It  is  clear,  however,  that  volun¬ 
tary  workers  cannot  guarantee  the  continuity  of  the  program. 
The  rapid  turn-over  from  year  to  year  in  the  working  force  due 
to  the  system  of  voluntary  workers  causes  incalculable  loss  in 
the  efficiency  of  the  system.  An  organization  whose  machin¬ 
ery  goes  to  pieces  periodically  because  of  its  dependence  on 
voluntary  labor,  cannot  carry  week-day  schools  of  religion, 
community  training  schools  and  other  modern  agencies  of  re¬ 
ligious  education.  Salaried  specialists  must  supplement  the 

[78] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


voluntary  workers  if  the  association  is  to  meet  modern  de¬ 
mands.  The  Young  Men’s  Christian  Association  has  found  it 
possible  to  maintain  a  staff  of  salaried  workers  in  communi¬ 
ties  of  every  size.  Its  strength  is  due  largely  to  its  system 
of  salaried  officers.  The  task  of  religious  education  requires  a 
similar  organization.  The  voluntary  worker  needs  the  help  of 
a  trained  specialist. 

(b)  Inadequate  Man-Power:  This  is  perhaps  the  weakest 
place  in  the  Indiana  Sunday  School  Association.  The  state 
office  is  short-handed.  But  the  most  notable  shortage  is  in  the 
county  and  city  centers.  It  is  incomprehensible  that  a  great, 
rich  state  like  Indiana,  after  fifty-seven  years  of  organized 
Sunday  school  work,  should  not  have  a  single  city  or  county 
with  professionally  trained  leadership  and  an  aggressive 
cooperative  community  program  of  religious  education.  Until 
cities  and  counties  are  willing  to  pay  the  price  of  the  super¬ 
vision  of  voluntary  workers  by  salaried  experts  they  must 
expect  to  pay  the  penalties  imposed  by  inefficiency. 

CONCLUSIONS  AND  RECOMMENDATIONS 

( 1 )  Both  denominational  and  interdenominational  super¬ 
vision  have  been  of  the  general  promotion  type. 

(2)  Both  denominational  and  interdenominational  over¬ 
head  agencies  have  left  the  local  school  with  inadequate 
supervision. 

(3)  The  large  percentage  of  denominational  Sunday 
schools  in  Indiana  is  dependent  entirely  upon  the  interdenomi¬ 
national  agencies  for  stimulation,  encouragement  and  super¬ 
vision.  The  few  denominations  which  have  made  more  or  less 
provision  for  supervision  and  promotion  of  their  denomina¬ 
tional  Sunday  schools,  agree  that  their  present  offerings  are 
meagre  and  in  a  large  measure  unsatisfactory. 

(4)  Interdenominational  and  denominational  conventions, 
institutes  and  conferences  are  the  chief  sources  of  Sunday 
school  inspiration.  Denominational  literature  and  teacher¬ 
training  manuals  are  the  chief  sources  of  Sunday  school  infor- 

[79] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


mation.  These  agencies  reach  a  very  small  percentage  of  the 
teachers  and  officers  in  the  state. 

(5)  Denominational  agencies  are  inadequate,  poorly  organ¬ 
ized  and  competitive.  Interdenominational  agencies  are  under¬ 
manned  and  inadequately  financed. 

(6)  Denominational  and  interdenominational  agencies  are 
poorly  coordinated. 

(7)  Leaders  of  the  denominational  and  interdenomina¬ 
tional  Sunday  school  organizations  in  Indiana  are  men  and 
women  of  the  highest  Christian  character.  They  are  rendering 
a  sacrificial  service  to  the  childhood  and  youth  of  Indiana.  The 
personal  relationships  of  denominational  and  interdenomina¬ 
tional  leaders  are  sympathetic  and  cordial. 

(8)  The  paramount  need  at  the  present  time  is  for  a 
reorganization  of  the  present  supervisory  agencies  in  such 
manner  as  will,  (a)  unify  the  interests  and  activities  of  de¬ 
nominational  and  interdenominational  agencies,  (b)  unify  the 
interests  and  activities  of  denominational  agencies,  and  (c) 
distribute  the  available  resources  in  such  manner  as  to  bring 
the  largest  amount  and  quality  of  assistance  to  the  teachers 
and  officers  in  local  schools  and  communities.  The  great  need 
of  help  in  the  local  schools  makes  it  imperative  that  fric¬ 
tion,  overlapping  and  waste  be  eliminated  in  the  overhead 
organizations. 

VI.  Use  of  Survey  Data  in  Indiana 

No  American  Commonwealth  has  ever  before  had  at  its 
disposal  such  an  array  of  accurate,  vital  facts  regarding  the 
status  of  religious  education  within  its  borders  as  those  now 
available  for  Indiana.  These  data  have  been  collected  and 
published  without  expense  to  Indiana  except  in  so  far  as  its 
citizens  contributed  to  the  support  of  the  Interchurch  World 
Movement,  from  whose  treasury  a  considerable  part  of  the 
survey  was  financed.  Indiana,  is,  therefore,  presented  with 
a  special  opportunity  of  so  using  this  survey  data  as  to  con¬ 
tribute  to  the  entire  nation  examples  of  new  and  better 
organization  and  methods  in  religious  education. 

[80] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


If  this  survey  is  to  be  remedial  and  not  merely  diagnostic 
a  constructive  application  of  its  findings  is  necessary.  The 
following  steps  are  suggested  as  a  desirable  method  of 
procedure : 

“better  church  schools'’  campaign  committee 

When  Dr.  Leonard  P.  Ayres  published  his  rating  of  the 
state  public  school  systems,4  a  few  of  the  states  that  were 
rated  relatively  low  chafed  under  the  classification,  attacked 
the  accuracy  of  the  methods  used  by  Dr.  Ayres  and  made 
vigorous  efforts  to  defend  the  educational  practices  of  their 
states.  In  all  cases,  this  proved  to  be  an  unwise  response  to 
the  published  rating  of  these  states.  Indiana  school  men  re¬ 
sponded  in  a  much  wiser  manner.  The  Indiana  public  school 
system  was  rated  seventeenth  from  the  top  of  the  list.  Immedi¬ 
ately  upon  the  announcement  of  this  classification  the  public 
school  leaders  of  Indiana  organized  a  “Better  Public  Schools’’ 
campaign.  Literature  was  issued  showing  the  items  upon 
which  Indiana  schools  were  below  approved  standards,  and 
plans  were  made  to  correct  the  system  at  each  point  of  defect. 
The  “Better  Public  Schools’’  campaign  was  carried  to  the  re¬ 
motest  rural  school  district  with  the  slogan  “Put  Indiana 
Public  Schools  in  First  Place.’’  This  was  wise  and  construc¬ 
tive  leadership. 

A  similar  plan  might  well  be  followed  now  by  the  church 
school  people  of  Indiana,  based  upon  the  data  found  in  this 
report.  It  is  suggested  that  a  “Better  Church  Schools”  cam¬ 
paign  committee  be  appointed  at  an  early  date.  This  might  be 
a  committee  of  fifty,  or  one  hundred  as  may  be  thought  wise. 
It  should  be  large  enough  to  represent  adequately  the  various 
interests  involved  but  not  too  large  to  be  an  efficient  working 
committee.  This  committee  might  be  assembled  by  the 
Executive  Committee  of  the  Indiana  Sunday  School  Associa¬ 
tion  and  the  representative  denominational  Sunday  school 
leaders  of  the  state. 

The  survey  report  should  be  placed  in  the  hands  of  this 

4  Ayres,  Leonard  P.,  “An  Index  Number  for  State  School  Systems.” 

rsi] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


committee  with  instructions  to  prepare  suggestions  for  the 
best  use  of  its  findings.  Sub-committees  might  be  assigned 
to  the  different  sections  of  the  report,  such  as  Buildings, 
Teachers  and  Supervision  of  Teaching,  etc. 

SEVEN  FOCAL  POINTS  IN  “BETTER  CHURCH  SCHOOLS”  PROGRAM 

A  study  of  the  survey  data  with  the  recommendations  of 
the  report  might  well  result  in  a  program  which  could  be 
organized  around  the  following  focal  points : 

(1)  Buildings 

“More  and  better  church  buildings”  might  become  one  of 
the  slogans  of  the  campaign.  Specific  methods  should  be 
developed  to  stimulate  an  interest  in  the  best  buildings.  Every 
new  church  or  religious  education  building  erected  in  the  state 
in  the  future  should  approach  as  nearly  as  possible  the  “1,000 
point”  standard. 

(2)  Extension 

“More  pupils,  more  schools  and  more  time  for  religious 
training”  is  a  second  slogan  worthy  of  inclusion  in  the  cam¬ 
paign.  This  topic  would  include  the  following  objectives : 

(a)  Increase  the  enrollment  in  schools  already  established. 

(b)  Organize  new  schools  in  neglected  districts. 

(c)  Establish  week-day  and  vacation  church  schools. 

(d)  Increase  the  regularity  of  attendance  in  all  church 
schools. 

(3)  Organization 

This  report  suggests  standards  for  the  organization  of 
religious  education  in  the  local  church,  in  the  community  and 
in  the  state  as  a  whole.  It  is  pointed  out  that  the  small  schools 
are  in  special  need  of  organization  which  is  adapted  to  their 
size  and  resources.  Along  with  plans  for  improving  the 
organization  of  religious  education  in  the  state  should  be  a 
vigorous  effort  to  improve  the  completeness  and  the  accuracy 
[82] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


of  the  records  and  reports  of  all  agencies  of  religious  educa¬ 
tion.  The  unification  of  agencies  should  also  be  considered  in 
the  interests  of  unity,  efficiency  and  economy. 

(4)  Teachers 

More  and  better  teachers  are  an  imperative  need.  The 
educational  standards  could  be  appreciably  raised  by  a  cam¬ 
paign  to  recruit  the  teaching  ranks  from  high-school  graduates 
and  college-trained  people.  An  organized  effort  to  recruit  the 
teaching  ranks  from  young  people  of  eighteen,  nineteen  and 
twenty  years  of  age  is  suggested  by  the  data  on  the  compara¬ 
tive  ages  of  entering  the  public  school  and  church  school  teach¬ 
ing  service.  A  campaign  to  give  religious  education  its  rightful 
place  in  the  church  colleges  in  Indiana,  to  interest  college 
students  in  courses  in  religious  education  and  to  encourage 
churches  to  use  the  services  of  college  students  and  graduates 
would  be  productive  of  large  results. 

Improving  the  quality  of  teaching  by  the  vigorous  pro¬ 
motion  of  training  classes  in  the  local  church,  community 
training  classes,  community  training  schools,  schools  of  prin¬ 
ciples  and  methods,  summer  institutes  and  assemblies,  reading 
circles  and  other  methods  of  training  available  for  the  rank 
and  file  of  the  voluntary  workers  in  the  state  will  form  an 
essential  part  of  the  forward-looking  program  in  Indiana. 

(5)  Supervision 

This  is  the  weakest  point  in  the  church  schools  of  Indiana. 
It  is  literally  true  to  say  that  there  is  no  supervision  of  religious 
teaching  in  these  schools.  The  exceptions  to  this  rule  are  so 
rare  as  to  be  negligible.  Voluntary  teachers  need  close  and 
constant  supervision  by  highly  trained  specialists.  Many 
churches  in  Indiana  could  employ  competent  directors  of  re¬ 
ligious  education  if  pastors  and  people  saw  the  need  of  their 
services.  An  organized  effort  to  secure  the  placing  of,  say, 
one  hundred  directors  of  religious  education  in  local  churches 
of  Indiana  during  the  next  two  years  would  have  a  profound 
influence  on  the  religious  education  work  of  the  state.  In  a 

[83] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


campaign  for  this  purpose,  it  is  important  that  high-class 
directors  be  employed.  College  graduation  and  at  least  two 
years  of  professional  training  beyond  college  graduation  in  the 
field  of  religious  education  would  be  a  safe  minimum  standard. 
One  hundred  such  directors  in  a  state,  who  could  be  mobilized 
occasionally  for  special  promotion  of  community  schools, 
teacher-training  work,  etc.,  would  be  an  invaluable  asset  to 
the  state. 

For  churches  which  cannot  be  supplied  at  once  with  local 
directors,  the  system  of  what  may  be  termed  zone  supervision 
is  suggested.  There  are  many  towns  and  cities  in  Indiana 
which  are  the  centers  of  a  network  of  inter-connecting  trolley 
and  steam  railroad  lines.  A  supervisor  placed  at  such  a  center 
could  organize  a  system  of  training  and  supervision  which 
could  have  fairly  close  personal  direction.  It  is  suggested 
that  an  effort  be  made  to  place  twenty-five  or  more  zone  super¬ 
visors  during  the  next  two  years.  The  following  centers  are 
suggested :  Indianapolis,  Columbus,  Bedford,  Evansville,  New 
Albany,  Terre  Haute,  Richmond,  Anderson,  Muncie,  Frank¬ 
fort,  Crawfordsville,  Lafayette,  Kokomo,  Marion,  Decatur, 
Fort  Wayne,  South  Bend,  Goshen,  Laporte,  Huntington, 
Sullivan,  Vincennes,  Vernon,  Rushville,  Greensburg,  Lebanon, 
Connersville,  Valparaiso  and  Green  Castle.  Many  towns  and 
cities  could  be  induced  to  support  local  directors  of  religious 
education.  Campaigns  in  the  various  communities  for  the 
purpose  of  creating  a  demand  for  (a)  zone  directors  of  reli¬ 
gious  education,  (b)  community  or  city  directors  of  religious 
education,  or  (c)  local  church  directors  of  religious  education 
will  justify  a  liberal  expenditure  of  time  and  money. 

There  is  special  need  just  now  to  magnify  the  importance 
of  the  office  of  superintendent  of  the  local  school.  In  most 
schools,  this  officer  must  be  both  executive  and  supervisor. 
An  officer -training  campaign  should  be  launched  in  all  sec¬ 
tions.  The  small  schools,  especially,  are  not  likely  to  rise 
higher  than  the  intelligence,  devotion  and  ideals  of  the 
superintendent. 

The  three  points  to  be  stressed  in  the  campaign  to  improve 
supervision  are : 

[84] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


(a)  A  state-wide  effort  to  increase  the  efficiency  of  super¬ 
intendents  in  local  schools. 

(b)  An  organized  effort  to  secure  the  employment  of  at 
least  one  hundred  highly  trained  directors  in  the  local  churches 
of  Indiana  within  a  period  of  two  years. 

(c)  The  encouragement  of  the  movement  to  employ  full¬ 
time,  trained  supervisors  for  communities  and  cities  in  order 
that  supervision  may  be  more  continuous  and  in  order  that 
cooperative  educational  enterprises  may  have  more  capable 
leadership. 

(6)  Standards 

All  effective  supervision  implies  the  erection  and  adminis¬ 
tration  of  standards.  For  the  purposes  of  this  survey  a  number 
of  standards  and  measuring  scales  have  been  developed.  In 
the  light  of  the  data  now  available  and  with  the  aid  of  the 
standards  and  scales  published  in  the  report  of  the  Indiana 
Survey  of  Religious  Education,  the  “Indiana  Better  Church- 
Schools  Campaign  Committee”  could  profitably  undertake  to 
revise  and  supplement  the  standards  now  in  use  in  that  state. 

The  following  items  are  proposed  for  inclusion  in  an  Index 
Number  or  composite  standard  for  religious  education  in  a 
local  church : 

(a)  The  percentage  that  average  attendance  is  of  total 
enrollment.  (As  soon  as  provision  can  be  made  for  an  accurate 
community  religious  census,  revised  at  regular  periods,  this 
index  number  should  include  the  percentage  that  the  total 
enrollment  of  the  religious  schools  of  the  community  is  of  the 
total  population  of  the  community  for  which  the  various 
religious  bodies  are  responsible.) 

(b)  The  percentage  that  the  enrollment  of  pupils  between 
twelve  and  twenty-five  years  of  age  is  of  the  total  enrollment. 
(This  item  is  obviously  intended  to  lessen  the  dip  in  the  attend¬ 
ance  curve  during  the  adolescent  years.) 

(c)  Completeness  of  educational  records.  The  relative 
value  of  items  in  the  records  of  a  church  school  is  set  forth 
in  Part  Four  of  this  volume. 


[85] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


(d)  Score  of  textbooks  in  use  measured  by  the  score-card 
for  measuring  religious  education  textbooks  published  in 
Volume  II  of  “The  Indiana  Survey  of  Religious  Education.” 

(e)  Score  in  percentage  of  school  achievement,  as  meas¬ 
ured  by  the  Interchurch  Standardized  Sunday  School  Examina¬ 
tion,  published  in  Volume  II  of  “The  Indiana  Survey  of 
Religious  Education.”  Other  tests  published  in  the  same 
volume,  when  fully  standardized,  and  still  others  yet  to  be 
developed,  should  eventually  be  included  in  the  score  for  school 
achievement. 

(f)  The  rating  of  teachers  expressed  in  percentages  as 
measured  by  the  Classification  Plan  published  in  Part  Five  of 
this  volume. 

(g)  The  score  of  the  church  and  religious  education  plant 
as  measured  by  the  Interchurch  Score  Card  for  Measuring 
Church  and  Religious  Education  Plants,  published  in  Part  Two 
of  this  volume,  expressed  in  percentages. 

(h)  Completeness  of  organization  as  measured  by  the 
Plans  for  Organization  of  the  Local  Church  School,  published 
in  Part  Three  of  this  volume. 

(i)  Percentage  that  the  budget  for  religious  education  is 
of  total  church  budget. 

(j)  Percentage  that  the  budget  for  supervision  is  of  total 
religious  education  budget. 

(7)  Finance 

Indiana  is  not  spending  enough  for  the  religious  education 
of  her  people.  An  adequate  program  of  religious  education  for 
the  state  will  involve  plans  for  the  raising  and  distribution  of 
funds  to  carry  the  enlarged  program  proposed.  This  volume 
suggests  some  of  the  problems  which  must  be  faced  by  those 
who  would  intelligently  approach  this  important  subject. 

ADOPTION  OF  “BETTER  CHURCH  SCHOOLS”  CAMPAIGN  PLANS 

When  the  Better  Church  Schools  Campaign  Committee  has 
formulated  its  plans,  its  report  should  be  presented  to  the 

[86] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


Indiana  Sunday  School  Convention  for  adoption.  When  once 
adopted  by  this  body,  the  machinery  of  the  Indiana  Sunday 
School  Association  and  its  auxiliaries  could  properly  be  turned 
into  promotion  agencies  for  the  new  program. 

ADOPTION  OF  THE  “MERGER” 

By  the  “merger”  is  meant  the  reorganization  of  the 
Indiana  Sunday  School  Association  in  such  manner  as  to  pro¬ 
vide  for  official,  denominational  representation  on  is  Execu¬ 
tive  Committee,  thus  insuring  the  closest  coordination  of  the 
educational  programs  of  denominational  and  interdenomina¬ 
tional  agencies.  This  form  of  organization  has  been  approved 
by  the  International  Sunday  School  Association  and  the 
Sunday  School  Council  of  Evangelical  Denominations. 

PROMOTION  OF  “BETTER  CHURCH  SCHOOLS” 

When  the  plans  for  the  Better  Church  Schools  compaign 
have  been  formulated  and  adopted  there  should  be  vigorous 
and  systematic  promotion  of  the  campaign  throughout  the 
state.  The  well-known  order  of  information,  agitation,  legis¬ 
lation,  should  be  adopted.  The  largest  publicity  should  be 
given  to  the  facts  of  the  survey.  The  volumes  of  the  report 
should  be  in  the  hands  of  thousands  of  leaders  in  all  walks 
of  life.  Pamphlets,  convention  addresses,  lantern-slide  presen¬ 
tations  and  newspaper  articles  should  be  used  as  means  of 
promotion.  A  regular  promotion  committee  should  be  charged 
with  the  execution  of  this  important  task. 

It  is  the  belief  of  the  Survey  Staff  that  Indiana  will  rally 
with  wonderful  enthusiasm  to  this  challenge  of  “Better  Church 
Schools.” 


VII.  Indiana  and  the  Nation . 

Indiana  was  selected  as  a  representative  American 
Commonwealth.  Many  of  the  findings  in  this  volume  will 
apply  with  equal  force  to  other  states.  Such  states  should 

[87] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


profit  greatly  by  the  study  of  the  Indiana  data.  All  states  can 
use  with  great  advantage  the  standards,  score-cards,  measur¬ 
ing-scales,  and  methods  of  analysis  which  have  been  developed 
or  exemplified  in  the  Indiana  survey. 

For  purposes  of  comparison  and  in  order  that  generaliza¬ 
tions  for  the  nation  as  a  whole  may  be  safely  made,  several 
other  states  should  be  surveyed  at  an  early  date.  Alabama, 
representing  the  southern  states;  Massachusetts,  representing 
the  New  England  states;  Kansas,  or  Oklahoma,  representing 
the  southwestern  states;  Minnesota,  representing  the  north- 
central  states;  Colorado,  representing  the  Rocky  Mountain 
states,  and  Oregon  representing  the  Pacific  northwest,  could 
collectively  furnish  data  which,  with  material  already  obtained 
in  Indiana,  would  paint  a  fairly  accurate  picture  of  the  condi¬ 
tion  of  religious  education  in  the  nation  as  a  whole,  and  in 
most  Protestant  Christian  denominations  as  wholes. 

The  organization  and  prosecution  of  religious  education 
surveys,  such  as  the  one  just  completed  in  Indiana,  and  many 
other  types  of  surveys  which  time  and  resources  would  not 
permit  in  Indiana,  justify  the  inauguration  of  a  Bureau  of 
Service  and  Research  in  connection  with  the  International 
Sunday  School  Council  of  Religious  Education.  Such  a 
Bureau  would  place  trained  surveyors  and  statistical  experts 
at  the  service  of  church  boards  and  interdenominational  asso¬ 
ciations.  It  would  also  guarantee  the  accuracy  and  uniformity 
necessary  to  investigations  of  this  nature. 

VIII.  Objectives  Realized 

There  is  no  more  fitting  summary  of  this  statement  of 
findings  and  recommendations  than  the  statement  of  objectives 
which  were  formulated  by  the  director  of  this  survey  in  1919 
for  the  guidance  of  the  American  Religious  Education  Survey 
Division  of  the  Interchurch  World  Movement.  The  volumes 
which  comprise  the  report  of  this  survey  will  indicate  the 
extent  to  which  these  objectives  have  been  realized. 

The  objectives  which  have  determined  the  methods  and 
content  of  this  survey  are : 

[88] 


GENERAL  SUMMARY  AND  RECOMMENDATIONS 


(a)  Facts:  Such  a  body  of  vital,  comparable  facts  as 
will  guide  in  building  national,  state  and  denomina¬ 
tional  programs  of  religious  education. 

(b)  Tools:  Such  a  body  of  standardized  technique — 
norms,  tests,  standards — as  will  provide  a  new  and 
better  method  of  measuring  and  directing  the  proc¬ 
esses  of  religious  education. 

(c)  Methods:  Standardized  methods  for  guiding  local 
churches  and  communities  in  surveying  conditions, 
building  programs,  testing  results  and  determining 
budgets. 


[89] 


PART  TWO:  CHURCH  SCHOOL 

BUILDINGS 

BY 

E.  S.  EVENDEN 


CHAPTER 

I. 

II. 

III. 

IV. 
V. 
VI. 

VII. 

VIII. 

IX. 

X. 

XI. 

XII. 

XIII. 

XIV. 
XV. 

XVI. 

XVII. 

XVIII. 

XIX. 

XX. 

XXI. 

XXII. 

XXIII. 

XXIV. 


OUTLINE 

III:  THE  CHURCH  BUILDINGS  OF  INDIANA. 

New  Conception  of  Community  Church 

Church  Program  in  Relation  to  Church  Plant 

Standards  and  Score-Card 

Use  of  Score-Card 

How  Score-Card  Is  Used 

A  Sampling  of  the  Churches  of  Indiana 

Analysis  of  Scores  of  Indiana  Churches 

The  Better  Churches  of  Indiana 

Better  Church  Buildings  Outside  of  Indiana 

Provision  for  Selected  Items  by  Indiana  Churches 

Size  and  Form  of  Site 

Internal  Structure  of  Church  Buildings 

Service  Systems 

Fire  Protection 

Church  Rooms 

Religious  School  Rooms 

Religious  School  Assembly  Rooms 

Religious  School  Classrooms 

Community  Service  Rooms 

Community  Service  Rooms  for  General  Use 

Community  Rooms  for  Social  Service 

Rooms  for  Recreation  and  Athletics 

Summary  of  the  Church  Building  Situation 

Indiana  Behind  in  Building  Program 


t9i] 


CHAPTER  IV:  SUGGESTIONS  FOR  FUTURE  CHURCH 
BUILDING  IN  INDIANA 

I.  Traditional  Errors 

II.  The  Church  Site 

III.  Building  or  Buildings 

IV.  Service  Systems 

V.  Church  Rooms 

VI.  Religious  Education  Rooms 

VII.  Community  Service  Rooms 

VIII.  Summary 


[92] 


PART  TWO:  CHURCH  SCHOOL 

BUILDINGS 


Chapter  III 

THE  CHURCH  BUILDINGS  OF  INDIANA 
L  New  Conception  of  C ommunity  Church 

Christianity  is  a  group  of  ideals  which  have  stood  all  tests 
as  to  the  reality  and  permanence  of  their  worth.  The  goal  of 
Christianity  remains  the  same  even  though  the  methods  of 
work  and  other  means  employed  to  attain  that  goal  have 
already  undergone  marked  changes.  In  the  minds  of  many 
church  workers,  a  period  of  even  greater  change  is  just  be¬ 
ginning.  The  present-day  community  church  with  its  depart¬ 
mentalized  religious  education,  its  motion-pictures,  its 
gymnasium,  clubrooms,  and  other  provisions  for  church  and 
community  service,  is  as  different  from  the  old,  plain  “meet¬ 
ing  house”  of  our  grandfathers  as  the  modern  city  home  is 
different  from  the  home  of  two  generations  ago.  Then  the 
home  was  a  social  unit  so  nearly  self-sustaining  that  it  natu¬ 
rally  assumed  a  large  share  in  the  education  and  moral  develop¬ 
ment  of  the  children;  now  it  often  leaves  the  children  to  the 
upbringing  of  the  street  and  unsupervised  gang. 

Many  churches,  particularly  in  the  larger  cities,  have 
realized  the  need  for  enlarging  their  activities  and  have  either 
cooperated  in  the  support  of  the  Young  Men’s  Christian  Asso¬ 
ciation  and  the  Young  Women’s  Christian  Association  or  have 
developed  institutional  churches  to  care  for  some  of  these 
activities.  It  is  clear  that  religious  instruction  for  one  hour 
a  week,  even  if  given,  as  is  not  often  the  case,  under  the 

[93] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


most  favorable  conditions,  cannot  compete  with  all  the 
various  interests  that  claim  the  time  of  the  boys  and  girls 
during  the  other  167  hours  of  the  week.  The  church  can, 
however,  meet  competition  of  this  kind  by  exerting  its  whole¬ 
some  influence  during  the  recreation  periods  of  its  members, 
both  young  and  old.  Forms  of  recreation  which  may  be  open 
to  severe  criticism  when  practised  in  commercialized  amuse¬ 
ment  halls  may  be  wholesome  and  even  constructive  when 
conducted  in  the  church  plant  under  proper  direction.  If  the 
modern  church  is  to  be  more  than  a  traditional  or  sentimental 
factor  in  the  lives  of  many  of  the  boys  and  girls  now  growing 
to  manhood  or  womanhood,  it  must  occupy  more  of  their 
time  and  consequently  more  of  their  thoughts.  To  do  this 
requires  more  power  of  attraction  than  hard  benches,  and 
harder  exhortations  to  lead  lives  of  sacrifice  and  service. 

II.  Church  Program  in  Relation  to  Church 
Plant 

When  a  church  congregation  decides  to  make  its  program 
of  religious  education  conform  to  accepted  modern  practices, 
it  finds  that  many  separate  classrooms  and  several  rooms  for 
use  as  departmental  assemblies  are  needed.  Most  of  the  build¬ 
ings  erected  before  the  modern  idea  of  religious  education 
gained  general  acceptance  are  wholly  inadequate  to  meet  the 
demand.  Attempts  are  often  made,  by  means  of  partial  par¬ 
titions  and  even  by  curtains  on  wires,  to  provide  separation 
of  classes,  but  usually  the  isolation  so  obtained  is  a  sorry 
makeshift.  Should  the  church  also  desire  to  render  other 
types  of  community  service  which  would  call  for  clubrooms 
for  the  Boy  Scouts,  the  Campfire  Girls,  the  Young  Men’s 
Bible  Class,  a  local  or  church  chapter  of  the  American  Legion, 
playrooms,  nurseries,  gymnasiums  and  similar  provisions,  it 
quickly  becomes  evident  that  the  rooms  needed  can  be  ob¬ 
tained  only  in  one  of  three  ways:  (1)  by  a  large  amount  of 
remodelling  and  enlarging  which  in  most  cases  results  in  the 
retention  of  numerous  makeshifts  or  undesirable  elements, 
(2)  by  the  addition  of  a  separate  religious  education  building 

[94] 


Illustration  1 :  part  of  tiie  exterior 

OF  THE  LEON  1 A  METHODIST  EPISCOPAL 

CHURCH,  LEONIA,  N.  J. 

The  effective  grouping-  of  trees  and  shrub¬ 
bery  is  well  illustrated.  Behind  the  church 
is  space  for  the  construction  of  tennis 
courts,  an  open-air  auditorium,  play 
grounds  and  a  wading  pool. 


Illustration  II:  the  inner  court  and  fountain  of  the  fourth  Presbyterian 

CHURCH,  CHICACO,  ILL. 

This  illustrates  one  way  of  materially  adding  to  the  apparent  size  of  a  church  site  in 
a  large  city.  It  safeguards  the  source  of  light  and  provides  attractive  space  for  numerous 
outdoor  activities. 


Illustration  III :  the  cloister  gartii  of  the  chapel  of  the  intercession, 

TRINITY  CHURCH,  NEW  YORK  CITY,  NEW  YORK. 


Illustration  IV:  a  chapel  of  the  flatbush  congregational  church, 

BROOKLYN,  NEW  YORK. 

This  picture  shows  the  effective  use  of  shrubbery  in  removing  the  effect  of  sharp  angles 
about  the  building. 


Illustration  V :  the  chapel  of  the  intercession,  trinity  church,  new  york 

CITY. 

This  is  one  of  the  two  churches  visited  by  the  Building  Committee  which  scores  over 
900  points.  It1  is  a  beautiful  example  of  pure  Gothic  architecture.  In  the  back  of  the 
main  auditorium  are  the  religious  school  building,  the  parish  house  and  the  vicarage. 
These  are  connected  by  beautiful  stone  cloisters,  part  of  which  is  shown  in  Illustration  XI. 


Illustration  VI:  the  exterior  of  the  fourth  Presbyterian  church, 
CHICAGO,  ill. 

Showing  the  main  church  building,  the  inner  court,  the  religious  school,  the  community 
house  and  the  manse.  This  church  scored  higher  than  any  other  church  visited  by  the 
Building  Committee. 


THE  CHURCH  BUILDINGS  OF  INDIANA 


which  may  also  carry  the  desired  institutional  factors,  or  (3) 
by  the  building  of  a  complete  new  church  and  religious  educa¬ 
tion  plant  to  fit  the  new  program  and  with  provisions  for 
future  growth.  The  desirability  of  the  second  or  third  method 
will  depend  upon  the  present  site  and  adequacy  of  church 
auditorium  and  church  rooms. 


111.  Standards  and  Score-Card 

In  1919-1920,  under  the  auspices  of  the  Interchurch  World 
Movement,  standards  were  developed 1  for  a  modern  city 
church  and  religious  education  plant  which  would  provide  for 
departmentalized  religious  education  and  for  a  maximum  of 
community  service.  These  standards  represent  the  best  in 
present-day  practice,  as  scientifically  evaluated  from  the  experi¬ 
ence  and  judgments  of  ministers  whose  churches  are  carrying 
on  programs  of  community  service,  of  church  and  school 
architects,  of  students  and  teachers  in  several  of  the  largest 
theological  schools,  of  Y.M.C.A.,  Y.W.C.A.  and  other  social 
workers,  and  of  superintendents  and  teachers  of  religious 
education.  The  diversity  of  results  and  experiences  which 
were  represented  in  the  establishment  of  these  standards  makes 
it  virtually  certain  that  every  phase  of  modern  religious  educa¬ 
tional  work  was  considered,  and  provision  made  for  it. 

The  practical  value  of  these  standards  and  of  the  score- 
card  in  connection  with  which  they  are  used  is  immense. 
Simply  as  a  checking  list  for  church  officials  planning  a  build¬ 
ing  they  are  suggestive,  since  at  least  they  will  serve  to  bring 
up  for  consideration  the  question  of  making  provision  for 
various  kinds  of  activities.  Being  written  in  terms  of  desirable 
maximums  rather  than  of  acceptable  minimums,  they  consti¬ 
tute  a  valuable  aid  to  building  committees  in  making  plans  so 
complete  that  the  discovery  of  various  needs  will  not  be  post¬ 
poned  until  after  construction  is  finished  and  the  building 
put  to  the  test  of  use.  A  church  building  committee  which 

1  “Standards  for  City  Church  Plants  to  be  used  with  the  Interchurch 
World  Movement  Score  Card  for  Rating  City  Churches  and  Religious 
Education  Plants,”  prepared  by  N.  L.  Engelhardt,  E.  S.  Evenden,  et  al. 

[95] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


seriously  studies  these  standards  will  most  probably  decide 
that  some  of  the  activities,  for  which  no  provision  was 
originally  intended,  are  so  obviously  desirable  that  they  will 
either  be  included  in  the  plans  at  once  or  the  plans  will  be 
made  sufficiently  flexible  to  permit  of  their  inclusion  at  a 
later  date.  Thus  the  standards  tend  to  enlarge  not  only  the 
building  but  the  church  program  itself.  Presenting,  as  they 
do,  the  best  judgments  of  several  hundred  competent  authori¬ 
ties,  these  standards  are  calculated  to  save  time  and  prevent 
confusion  in  determining  what  is  desirable  in  matters  of  con¬ 
struction  and  equipment,  while  at  the  same  time  they  offer 
insurance  against  the  repetition  of  errors  in  church  construc¬ 
tion  due  to  the  dependence  of  a  building  committee  upon  the 
advice  of  an  architect  wTho  has  possibly  been  responsible  for 
one  type  of  building  and  knows  no  other.  Finally  the  score- 
card  and  standards  are  of  the  utmost  value  in  determining  the 
adequacy  of  existing  church  plants.  For  this  purpose  the 
score-card  provides  a  score  of  1,000  points  for  a  church  plant 
which  meets  all  the  standards  for  all  of  the  items.  These 
1,000  points  are  distributed  among  the  six  major  divisions 
and  the  112  subdivisions  according  to  the  judgments  of  large 
groups  of  experts  in  the  field  of  church  construction  and  church 
and  religious  educational  activities.  The  actual  distribution 
of  points  is  shown  in  the  reproduction  of  the  score-card,  as 
shown  in  Chart  III. 

IV.  Use  of  Score-Card 

In  using  the  score-card  at  least  three  trained  judges  of 
church  and  religious  education  plants  go  through  the  entire 
plant  and  then  independently  score  the  building.  The  middle 
one  of  these  three  judgments  is  then  taken  for  all  of  the  112 
principal  sub-divisions,  and  these  middle  or  conservative  judg¬ 
ments  are  totalled  to  make  the  final  score  for  the  building. 
In  interpreting  the  final  scores  certain  groups  should  be  kept 
in  mind  to  assist  in  a  more  accurate  realization  of  the  adequacy 
of  the  plants  being  scored.  A  church  plant  which  scores  be¬ 
tween  800  and  1,000  points  on  the  score-card  may  be  con- 

[96] 


THE  CHURCH  BUILDINGS  OF  INDIANA 


I.  SITE . 

1 

2 

3 

130 

A.  Location . 

55  1 

1.  Accessibility . 

30 

T 

2.  Environment . 

25 

B.  Nature  and  condition . 

30  1 

1 

1.  Drainage  and  soil . 

15 

2.  Upkeep  of  site . 

,15 

C.  Size  and  form . 

45 

45 

II.  BUILDING  OR  BUILDINGS . 

150 

A.  Placement . 

20  1 

1.  Orientation . 

10 

2.  Position  on  site  . 

10 

B.  Gross  structure  . . . 

80  1  1 

1.  Type  and  esthetic  balance . 

20 

2.  Material . 

10 

3.  Height . 

5 

4.  Roof . . 

ft 

5.  Foundation . 

10 

6.  Walls . j,. . 

1o 

7.  Entrances . 

5 

8.  Condition . 

15 

C.  Internal  structure . 

50  1 

1.  Stairways . 

10 

2.  Foyer  and  corridors  . 

10 

3.  Basement . 

10 

4.  Decorative  attractiveness . 

20 

III.  SERVICE  SYSTEMS . 

160 

A.  Heating  and  ventilation . 

40.  1. 

1.  Kind . 

10 

2.  Installation . 

10 

3.  Air  supply . 

5 

4.  Fans  and  motors. . . 

5 

5.  Distribution . 

5 

6.  Temperature  control . 

5 

B.  Fire  protection  system . 

in — 1 

1.  Apparatus . 

10 

2.  Fireproofness . 

15 

3.  Escapes . 

ft 

4.  Electrical  wiring . 

5 

5.  Fire  doors . 

3 

6.  Exit  lights-  and  signs . 

2 

C.  Cleaning  system . . . 

10  1  1 

1.  Kind . 

2 

2.  Installation . 

3 

3.  Efficiency . . 

5 

Chart  III  —  Score-Card  for  a  City  Church  and  Religious  Education 

Plant 


[97] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


D.  Artificial  lighting  system . 

1.  Gas  and  electricity . 

2.  Outlets  and  fixtures . 

3.  Methods  and  illumination . . 

E.  Water  supply  system . 

1.  Drinking . 

2.  Washing . 

3.  Hot  and  cold  water . 

F.  Toilet  system . 

1.  Distribution . 

2.  Fixtures . 

3.  Adequacy  and  arrangement 

4.  Seclusion . . . 

5.  Sanitation . 

G.  Other  service  systems  ... _ 

1.  Clocks  and  signal  systems. . 

2.  Church  bells  and  chimes .  . . 

3.  Telephone  connections . 

4.  Service  lifts . . . 

H.  Service  rooms . 

1.  Workshops . . 

2.  Service  office . . 

3.  Fuel  room . 

IV.  CHURCH  ROOMS . 

A.  Convenience  of  arrangement . . 

B.  Auditorium . . . 

1.  Size  and  shape . 

2.  Seating . 

3.  Illumination . 

4.  Walls  and  ceiling . 

6.  Floor . . 

6.  Balcony . 

7.  Pulpit  and  platform . 

8.  Baptismal  equipment . 

9.  Communion  equipment _ 

10.  Organ  and  piano . 

11.  Choir  gallery . 

12.  Choir  rooms . . 

13.  Acoustics . 

14.  Visualization  equipment _ 

15.  Cloak  or  check  room . 

C.  Chapel  or  small  assembly . 

D.  Parlor  and  church  board  room. 

E.  Church  office . 

F.  Pastor's  study . 

G.  Church  vault . 


1 

2 

3 

15 

2 

5 

8 

15  1 [ 

5 

5 

5 

25  1  1 

5 

5 

8 

2 

5 

10  1  t 

5 

2 

2 

1 

1 

5  1 

2 

2 

1 

170 

20 

20 

100 

15 

~T 

“8" 

5 

5 

T 

5 

5 

2 

15 

10 

5 

5 

5 

”2" 

15 

15 

5 

5 

10 

10 

15 

15 

5 

5 

Chart  III — Continued 


[98] 


THE  CHURCH  BUILDINGS  OF  INDIANA 


1 

2 

3 

V.  RELIGIOUS  SCHOOL  ROOMS . 

200 

A.  Location  and  connection . 

15  1 

15 

B.  Assembly  room . 

60 

1.  Size  and  shape . 

10 

2.  Seating . 

8 

3.  Illumination . 

10 

4.  Walls,  ceiling  and/floor . 

10 

6.  Stage . 

10 

6.  Musical  equipment . 

5 

7.  Visualization  equipment . 

5 

8.  Auxiliaries . 

2 

C.  Class  rooms . 

“90“ 

! - 1 

1.  Adequacy  of  number . 

30 

2.  Size  and  shape . 

15 

3.  Seats  and  desks . 

10 

4.  Illumination . 

10 

5.  Walls  and  ceilings . 

5 

6.  Floors . 

5 

7.  Blackboards  and  bulletins . 

5 

8.  Doors  and  closets . 

5 

9.  Instructional  equipment . 

5 

D.  Cloak  Tooms  and  wardrobes . 

15 

15 

E.  Superintendent’s  office . 

10 

10 

F.  Supply  rooms . 

10 

10 

VI.  COMMUNITY  SERVICE  ROOMS. . . 

190 

A.  Rooms  for  general  use . 

60 

1.  Recreation  and  dining . 

30 

2.  Kitchen . 

15 

3.  Library  and  reading  room . 

15 

B.  Rooms  for  social  service . 

~w 

- 1 

1.  Women  and  mothers’  room . 

15 

2.  Girls’  club  rooms . 

10 

3.  Men’s  club  room . 

15 

4.  Boys’  club  rooms . 

10 

5.  Nurses’  and  rest  room . 

8 

6.  Day  nursery  room . 

5 

7.  Civic  center . 

5 

8.  Social  workers’  office . 

2 

C.  Recreation  and  athletic  rooms . 

60 

- 1 

1.  Gymnasium . 

20 

2.  Locker  rooms . 

10 

3.  Showers . . 

10 

4.  Swimming  pool. . . . 

§ 

6.  Hand-ball  court . 

5 

€.  Game  and  amusement  rooms .... 

5 

7.  Bowling  alley . . . 

5 

Total  possible  score . 

1,000 

1,000 

1.000 

Chart  III — Concluded 


[99] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


sidered  a  very  high-grade  plant.  A  church  plant  cannot  score 
above  800  without  being  exceptionally  complete  in  its  equip¬ 
ment  and  provisions  for  special  activities.  Such  a  church  may 
fall  a  little  short  of  the  desired  standard  and  hence  incur  a 
small  loss  in  score  on  a  number  of  the  items  provided,  or  it 
may  be  heavily  penalized  on  one  or  two  of  its  activities,  in 
which  case  it  must  be  practically  up  to  standard  in  all  the  rest. 
It  is,  for  example,  quite  possible  to  have  a  splendid  church 
upon  a  poorly  located,  inadequate  site,  and  so  have  its  score 
reduced  very  materially — fifty  or  sixty  points  on  that  one 
item  alone. 

A  church  plant  scoring  between  600  and  800  points  on 
the  basis  of  1,000  may  be  considered  as  in  many  ways  a  desir¬ 
able  plant  and  in  almost  all  cases  capable  of  being  remodelled 
or  of  having  additions  made  to  it  so  that  its  efficiency  can  be 
materially  raised.  It  is  likely  that  churches  falling  in  this 
group  were  built  a  number  of  years  ago  when  standards  of 
construction  were  lower  than  at  present.  These  churches 
possibly  had  a  splendid  plant  when  first  built ;  but  by  compari¬ 
son  with  the  standards  of  the  modern  community  church,  they 
may  not  only  lose  a  few  points  on  most  of  the  items,  but 
their  score  may  also  be  materially  reduced  by  failure  to  make 
provision  for  separate  classrooms,  special  assemblies  or  any 
of  the  community  service  rooms.  Often  the  auditorium  and 
church  rooms  are  quite  adequate,  and  with  the  addition  of  a 
religious  education  building,  the  church  plant  could  be  made 
to  serve  its  congregation  acceptably  without  rebuilding. 

A  church  building  that  scores  between  400  and  600  falls 
so  far  short  of  meeting  desirable  standards  in  so  many  items 
that  it  becomes  a  question  whether  it  will  prove  more  econo¬ 
mical  to  remodel  the  building  or  to  replace  it  by  a  new  plant. 
A  church  that  scores  less  than  500  falls  so  far  below  the 
requisite  standards  in  virtually  all  respects  that  an  entirely 
new  plant  will  usually  prove  a  good  investment  for  the 
congregation. 

When  a  church  and  religious  education  plant  scores  less 
than  400  it  is  quite  certain  that  money  spent  ort  remodelling 
or  adding  to  it  will  represent  an  economic  loss,  and  any  build- 

[I0°] 


THE  CHURCH  BUILDINGS  OF  INDIANA 


ing  with  so  poor  a  score  cannot  but  be  a  definite  handicap  to  a 
community  service  program  for  its  congregation.  If  these 
rough  groupings  are  kept  in  mind  in  studying  the  scores  of 
the  churches  of  Indiana,  it  will  help  to  give  a  clearer  picture  of 
the  situation. 

V.  A  Sampling  of  the  Churches 

The  twenty-five  churches  selected  by  the  committee  on 
religious  education  for  special  study  in  Indiana  were  selected 
from  those  churches  for  which  data,  necessary  for  an  index 
number,  had  already  been  collected.  This  selection  was  scien¬ 
tifically  made  and  can  be  considered  as  accurately  representa¬ 
tive  of  the  conditions  throughout  the  state.  In  making  the 
selection  no  attention  whatsoever  was  paid  to  the  type  of 
church  and  religious  education  plant  belonging  to  the  church. 
It  is  to  be  expected,  therefore,  that  chance  would  so  operate 
in  the  selection  of  these  twenty-five  churches  that  there  would 
be  some  very  poor  church  buildings,  some  very  good  and 
that  the  majority  of  the  number  would  range  between  these 
two  extremes  with  the  heaviest  grouping  around  that  point 
which  most  truly  represents  the  general  condition  for  the 
state.  In  any  such  distribution  one  may  always  expect  only 
a  few  cases  at  either  extreme  with  a  distinct  increase  in  the 
number  of  cases  around  the  center  or  mid-point  of  the 
distribution. 

Reference  to  Table  I.  will  show  the  total  scores  allotted 
by  three  trained  scorers  on  the  twenty-five  churches  in  this 
sampling.  It  will  be  seen  that  the  best  church  of  the  twenty- 
five  scored  769  points  out  of  a  possible  1,000,  while  the  poorest 
church  in  the  twenty-five  scored  but  186  points  out  of  a 
possible  1,000.  A  study  of  the  total  scores  allotted  in  Table 
IV.  shows  a  distinct  grouping  of  the  churches  around  the  500 
mark,  there  being  eight  churches  between  the  range  of  478 
and  526.  From  this  table  one  would  be  justified  in  saying 
that  the  typical  church  and  religious  education  plant  of 
Indiana  scores  about  500  on  the  basis  of  1,000.  This  does  not 
mean  that  these  plants  are  only  50  per  cent,  efficient,  but  it 

[101] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


does  mean  that  on  the  basis  of  scores  allotted  they  obtain  only 
one-half  of  their  possible  score,  and  therefore  fall  far  short 
of  reaching  the  accepted  and  desirable  standards  for  a  modern 


TABLE  IV  — TWENTY-FIVE1  CHURCH  AND  RELIGIOUS 
EDUCATION  PLANTS  OF  INDIANA  ARRANGED  IN 
ORDER  OF  RANK  FOR  TOTAL  SCORES  ALLOTTED 

SHOWING  DISTRIBUTED  SCORES  ON  THE  MAIN  ITEMS  OF  THE  SCORE-CARD  AS 
COMPARED  WITH  THE  TOTAL  POSSIBLE  SCORE  FOR  EACH  MAIN  ITEM 


pC> 


•o 

o 

U 


►« 

V 

►s: 


.<2  ^ 
$  £ 
CQCo 


8 

© 

►t* 

8 

53 


o 


i 

s 


53^ 


Si 

.53 


i 

o 


"53 

S 

53 


O 


:  o 
Go 


H  Q> 


Sub-Items 

MAXIMUM  POSSIBLE  SCORES  AND  ALLOTTED  SCORES 

p _ _ _ A _ N 

I  II  III  IV  V  VI 

Corn- 

Service  Religious  munity 

Build-  Sys-  Church  School  Service 
Site  ing  terns  Rooms  Rooms  Rooms 


1,000 


130  150  160  170 


200 


190 


25 3 

1 

769 

109 

137 

1 14 

131 

153 

125 

24 

2 

734 

95 

134 

hi 

144 

152 

96 

23 

3 

655 

107 

119 

94 

122 

136 

77 

22 

4 

648 

103 

116 

9i 

119 

118 

101 

21 

5 

613 

103 

106 

76 

128 

126 

74 

20 

6 

608 

99 

107 

85 

107 

1 16 

94 

19 

7 

589 

101 

105 

83 

102 

105 

93 

18 

8 

570 

100 

97 

90 

100 

IIO 

73 

1 7 

9 

560 

100 

92 

80 

109 

97 

82 

l6 

10 

526 

108 

119 

7i 

99 

57 

72 

15 

11 

521 

93 

86 

77 

101 

87 

77 

14 

12 

5i5 

95 

94 

70 

103 

98 

55 

13 

13 

514 

103 

80 

82 

95 

78 

76 

12 

14 

500 

101 

88 

62 

100 

88 

61 

II 

15 

498 

97 

85 

77 

89 

86 

64 

10 

16 

492 

9i 

79 

79 

96 

100 

47 

9 

1 7 

478 

107 

98 

68 

80 

70 

55 

8 

18 

455 

85 

88 

64 

84 

92 

42 

7 

19 

452 

106 

101 

64 

78 

64 

39 

6 

20 

426 

86 

79 

70 

87 

72 

32 

5 

21 

384 

95 

80 

64 

69 

48 

28 

4 

22 

365 

93 

54 

59 

6 7 

64 

28 

3 

23 

309 

99 

47 

28 

46 

57 

32 

2 

24 

281 

54 

5i 

58 

5i 

57 

10 

1 

25 

186 

52 

36 

3i 

40 

19 

8 

Maximum  possible 

score. . 

1,000 

130 

150 

160 

170 

200 

190 

^Churches  selected  at  random  from  among  churches  having  available 
religious  education  records. 

2  Table  should  be  read  as  follows:  769  points  out  of  a  possible  1,000 
points  have  been  allotted  church  No.  25 ;  109  points  out  of  a  possible  130  on 
Site,  etc. 


[102] 


THE  CHURCH  BUILDINGS  OF  INDIANA 


church  and  religious  education  plant.  It  is  interesting  to  note 
that  only  six  of  the  twenty-five  churches  score  above  600 
while  five  of  the  twenty-five  score  below  400. 

The  further  examination  of  Table  V.  will  show  that  the 
scores  are  made  up  from  the  six  main  sub-items  and  that 
these  scores  vary  greatly.  As  might  be  expected,  church  No. 
25,  which  ranks  first  among  the  group,  also  receives  among 
the  highest  scores  on  all  of  the  items,  but  it  is  not  unusual  to 
find  a  church  building  plant  scoring  around  500  and  yet 
approaching  the  maximum  score  on  site  or  building  or  church 
rooms.  By  comparing  the  scores  allotted  on  the  six  major 
sub-items,  it  will  be  seen  at  once  that  the  greatest  discrepancy 
between  the  scores  actually  allotted  and  the  possible  score 
exists  in  Item  III. — “Service  Systems,”  Item  V. — “Religious 
School  Rooms,”  and  particularly  Item  VI — “Community  Ser¬ 
vice  Rooms.”  This  would  indicate  that  less  attention  has 
been  paid  to  these  items  in  the  past  than  is  now  being  given 
to  them  in  the  most  modern  church  and  religious  education 
plants. 

VI.  Analysis  of  Scores 

Under  the  item  of  “Site”  half  of  the  churches  in  Indiana 
would  receive  a  score  of  less  than  100  on  the  basis  of  a  possi¬ 
ble  130.  Under  the  item  of  “Building  or  Buildings,”  one-half 
of  the  churches  of  the  state  would  receive  a  score  of  less  than 
92  on  the  basis  of  a  possible  150.  Under  the  item  of  “Service 
Systems”  half  of  the  churches  according  to  this  sampling 
would  receive  less  than  76  points  on  the  basis  of  160 — less 
than  half  the  possible  score.  Under  the  item  of  “Church 
Rooms,”  the  median,  or  middle,  score  for  the  churches  of  the 
state  is  in  the  neighborhood  of  99  or  100  out  of  a  possible 
170.  In  the  case  of  “Religious  School  Rooms,”  the  inade¬ 
quacy  of  the  provision  is  shown  by  the  fact  that  the  median, 
or  middle,  score  for  the  state  would  probably  be  in  the  neigh¬ 
borhood  of  88  out  of  a  possible  200.  The  greatest  evidence 
of  failure  is,  however,  shown  in  the  lack  of  “Community 
Service  Rooms,”  where  out  of  a  possible  190,  the  median, 

[103] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


or  middle,  church  for  the  state  would  receive  64.  This  means, 
of  course,  that  on  each  of  these  items  as  many  churches  score 
less  than  the  figure  mentioned  as  score  higher  than  the  figure 
mentioned.  Since  Table  IV.  is  representative  of  the  church 
building  conditions  for  the  state,  it  is  evident  that  very  few 
churches  have  been  built  in  Indiana  within  the  last  decade. 
The  majority  of  churches  were  built  at  a  time  when  very 
little  attention  was  given  to  departmentalizing  religious  educa¬ 
tion  work  and  almost  no  attention  to  any  provisions  for  com¬ 
munity  service,  other  than  the  installation  of  a  kitchen  for  the 
purpose  of  serving  church  and  community  dinners.  The  situa¬ 
tion  for  Indiana  is  also  shown  in  Table  V.,  which  gives  the 
number  of  churches  in  the  state  receiving  percentages  of  the 
total  possible  score.  This  in  a  measure  shows  the  degree  to 
which  the  standards  for  the  several  major  items  are  met  by 
Indiana’s  churches. 

TABLE  V  — TWENTY-FIVE  CHURCH  AND  RELIGIOUS  EDU¬ 
CATION  PLANTS  OF  INDIANA  DISTRIBUTED  OVER 
PERCENTAGE  RANGES  OF  EFFICIENCY  AS  MEASURED 
BY  THE  SCORE-CARD  BASED  ON  SCORES  AL¬ 
LOTTED  ON  SIX  OF  THE  MAJOR  ITEMS 

Percentage  Ranges  and  Numbers  of 
Churches  Falling  Within  Each 
Percentage  Group 


Items  Considered  in  Percentage  r - 


Commutations 

0-25%  26-50% 

51-75% 

76-100% 

I.  Site  . 

0 

2 

9 

14 

II.  Building  or  Buildings . 

1 

3 

16 

5 

III.  Service  Systems . 

2 

IS 

8 

0 

IV.  Church  Rooms . 

1 

7 

14 

3 

V.  Religious  School  Rooms . 

1 

16 

6 

2 

VI.  Community  Service  Rooms. . . . 

9 

13 

3 

0 

Total  Scores . 

1 

11 

12 

1 

V1L  Better  Churches 

in 

Indiana 

During  the  visit  of  the  Church  Building  Committee  to 
Indiana,  an  attempt  was  made  to  obtain  scores  from  the  best 
churches  in  the  state.  It  was  impossible  to  visit  and  score 
every  church,  although  a  conscientious  attempt  was  made  to 
visit  those  churches  that  were  considered  by  a  number  of 

[104] 


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[105] 


TABLE  VI  — SIXTEEN  SELECTED1  CHURCH  AND  RELIGIOUS  EDUCATION  PLANTS  IN  INDIANA 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


church  and  religious  education  officials  in  the  state  as  among 
Indiana’s  best  church  building  plants.  For  this  purpose  the 
cities  of  Indianapolis,  Frankfort,  Crawfordsville,  Blooming¬ 
ton,  Anderson,  Muncie,  Peru,  Marion,  Logansport  Plymouth, 
Gary,  Hammond,  South  Bend,  Mishawaka  and  Fort  Wayne 
were  visited  and  the  most  complete  and  most  modern  church 
plants  in  each  of  these  cities  were  inspected  and  scored.  The 
scores  for  sixteen  of  these  selected  church  and  religious  educa¬ 
tion  plants  are  presented  in  Table  VI.  These  buildings  dis¬ 
tinctly  represent  the  best  in  the  state.  From  this  it  is  evident 
that  even  when  the  best  buildings  are  selected  there  are  no 
church  and  religious  education  plants  in  the  State  of  Indiana 
that  closely  approximate  the  maximum  possible  score,  and 
that  there  are  relatively  few  buildings  falling  in  the  group 
between  600  to  800  points  on  the  basis  of  1,000. 

The  only  value  that  this  table  has,  so  far  as  helping  to 
understand  the  church  building  situation  for  the  state  is  con¬ 
cerned,  lies  in  the  fact  that  none  of  the  churches  visited  in 
Indiana  scored  above  800  while  only  two  scored  above  750 
and  only  six  of  the  number  visited  scored  above  700.  From 
this  table  it  is  again  evident  that  Indiana’s  church  and  religious 
education  plants  in  a  majority  of  cases  fall  very  far  short  of 
modern  standards.  As  in  Table  IV.,  we  find  again,  even  in 
these  best  buildings,  convincing  evidence  that  too  little  atten¬ 
tion  has  been  given  to  religious  schoolrooms  and  to  community 
service  rooms.  It  is  the  neglect  of  these  items  and  the  poor 
types  of  service  systems  installed  which  reduce  the  scores  for 
many  of  these  churches  to  a  point  often  much  lower  than  the 
external  appearance  of  the  building  would  indicate.  As  might 
be  expected,  better  provision  has  been  made  for  church  rooms, 
especially  in  respect  to  the  church  auditorium,  church  board 
room,  and  pastor’s  study,  than  for  any  of  the  other  items. 

VIII.  Better  Churches  Outside  of  Indiana 

For  the  sake  of  comparison  with  the  better  churches  in 
Indiana,  shown  in  Table  VI.,  the  total  scores  and  the  dis¬ 
tributed  scores  on  the  major  sub-items  for  twelve  selected 
[106] 


TABLE  VII  — TWELVE  SELECTED1  CHURCH  AND  RELIGIOUS 
EDUCATION  PLANTS  SCORING  ABOVE  750  IN  SEVERAL 
CITIES,  ARRANGED  IN  ORDER  OF  RANK  FOR 
TOTAL  SCORES  ALLOTTED 


SHOWING  DISTRIBUTED  SCORES  ON  THE  MAIN  ITEMS  OF  THE  SCORE-CARD  AS 
COMPARED  WITH  THE  TOTAL  POSSIBLE  SCORE  FOR  EACH  MAIN  ITEM 

Rank  on 
Basis  of 
Total 

Name  and  Location  of  Churches  Scored  Score 

Allotted 

to 

Entire 

Plant 

Items  Name  Location 

1  . Fourth  Presbyterian  3 . Chicago,  Ill .  1 

2  . Chapel  of  the  Intercession . New  York,  N.  Y.  .  2 

3  . Lake  Avenue  Memorial  Baptist. . .  Rochester,  N.  Y.. .  3 

4  . Pilgrim  Congregational . Cleveland,  Ohio  . .  4 

5  . Brick  Church  Institute  (Presby.)  .  Rochester,  N.  Y.. .  5 

6  . Lakewood  Congregational . Cleveland,  Ohio..  6 

7  . Lakewood  Methodist  Episcopal. ..  Cleveland,  Ohio  ..  7.5 

8  . Flatbush  Congregational . Brooklyn,  N.  Y.  . .  7.5 

9  . Third  Presbyterian . Rochester,  N.  Y.. .  9 

10  . Leonia  Methodist  Episcopal . Leonia,  N.  J .  10 

n . Lakewood  Presbyterian  . . . Cleveland,  Ohio  . .  n 

12 . Dewey  Avenue  Presbyterian . Rochester,  N.  Y...  12 


Sub-Items 


Maxi¬ 

mum 

Possible 

MAXIMUM  POSSIBLE  SCORE  AND 

A 

allotted  scores 

r - 

I 

II 

III 

IV 

V 

VI 

Items 

Score 

and 

Allotted 

Scores 

Site 

Build¬ 

ing 

Service 

Systems 

Church 

Rooms 

Religi¬ 

ous 

School 

Rooms 

Com¬ 

munity 

Service 

Rooms 

1,000 

130 

150 

160 

170 

200 

190 

1 . 

. . . .  924 

113 

144 

156 

161 

179 

171 

2 . 

....  91 1 

123 

146 

150 

158 

181 

153 

3 . 

...  854 

108 

136 

128 

162 

176 

144 

4 . 

. ..  815 

109 

120 

127 

151 

142 

166 

5 . 

105 

1 14 

133 

140 

159 

161 

6 . 

123 

131 

122 

143 

142 

149 

7 . 

109 

139 

122 

152 

147 

137 

8 . 

, . . .  806 

121 

121 

124 

141 

161 

138 

9 . 

. . . .  803 

123 

139 

H4 

133 

161 

133 

10 . 

■ . . .  785 

126 

13b 

105 

128 

148 

142 

11 . . 

. . . .  763 

no 

129 

121 

146 

140 

117 

12 . 

. . . .  761 

1 22 

136 

128 

133 

146 

96 

13 . 

_  1,000 

130 

150 

160 

170 

200 

190 

1  Churches  were  selected  on  basis  of  community  service  programs  sup¬ 
ported  and  completeness  of  plant,  upon  recommendations  of  workers  in 
religious  education. 

2  Table  should  be  read:  924  points  out  of  a  possible  1,000  points  have 
been  allotted  to  the  Fourth  Presbyterian  Church  of  Chicago,  Ill.,  113  points 
out  of  a  possible  130  on  Site,  etc. 


[107] 


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[109] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 

>*'» 

church  and  religious  education  plants  in  cities  outside  of 
Indiana  are  given  in  Table  VII.  The  scores  of  these  churches 
will  indicate  that  some  are  engaged  in  extensive  programs  of 
community  service  and  that  they  are  making  every  effort  to 
provide  an  adequate  plant  for  carrying  on  these  programs.  A 
study  of  these  total  scores  and  the  scores  given  on  the  six 
subdivisions  will  show  that  these  churches  in  many  respects 
approximate  the  maximum  possible  scores,  which  would  indi¬ 
cate  that  they  have  met  in  most  respects  the  standards  set  up 
for  these  various  items.  Some  of  the  scores  are  lowered 
because  church  plants  are  older  and  have  been  remodelled,  so 
that  a  little  is  deducted  from  the  score  for  many  items,  whereas 
others  of  the  newer  buildings  have  failed  to  provide  for  cer¬ 
tain  types  of  rooms  or  certain  forms  of  activities,  and  so  lose 
a  larger  number  of  points  on  a  few  items. 

The  churches  given  in  Table  VII.  should  in  no  sense  be 
considered  as  an  exhaustive  list.  They  represent  the  better 
churches  in  Rochester  and  Cleveland,  two  cities  where  the 
Building  Committee  worked,  one  church  in  Chicago,  a  few 
selected  churches  in  the  metropolitan  area  of  New  York.  An 
extensive  study  of  church  plants  around  New  York  or  Chicago 
or  any  other  of  our  larger  cities  would  undoubtedly  give  many 
churches  scoring  in  the  group  between  800  and  1,000  points. 
The  beauty  of  structure  and  completeness  of  the  plant  of  the 
Fourth  Presbyterian  Church  of  Chicago  and  the  Chapel  of  the 
Intercession  of  Trinity  Church,  New  York,  placed  these  two 
plants  easily  in  the  group  scoring  over  900.  The  principal 
value  of  Table  VII.  in  this  study  is  to  show  that  the  standards 
by  which  the  churches  of  Indiana  are  scored  are  actually  being 
accepted  and  in  many  cases  met  in  more  modern  church 
construction. 

IX.  Provision  for  Selected  Items 

Each  one  of  the  major  items  on  the  score-card  as  shown 
in  Tables  IV.-VI.  is  still  further  divided  into  other  principal 
sub-items  varying  in  number  from  three  to  eight.  These 
principal  subdivisions  are  again  divided  so  that  an  evaluation 
[no] 


Illustration  VII:  exterior  of  the  third  Presbyterian  church,  Rochester, 

NEW  YORK. 

Showing  how  the  religious  school  and  community  service  building  can  be  added  to  an 
existing  church  in  a  way  to  give  the  entire  structure  an  appearance  of  unity. 


Illustration  VIII:  the  eakewood  congregational  church,  lakewood,  ohio. 


This  is  a  good  example  of  the  Colonial  type  of  architecture  applied  to  a  church  and  relig¬ 
ious  education  plant.  The  Colonial  type  lends  itself  readily  to  a  maximum  use  of  space. 


0\  ■  i 

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Illustration  IX:  exterior  of  the  manse  of  the  fourth  Presbyterian  church,  Chicago,  ili 


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CHURCH,  NEW  YORK  CITY,  NEW  YORK. 


THE  CHURCH  BUILDINGS  OF  INDIANA 


is  made  on  112  separate  items  in  obtaining  the  total  score  for 
any  building.  A  detailed  building  study  for  the  entire  state 
would  involve  the  tabulation  and  comparison  of  the  twenty- 
five  selected  churches  on  all  of  these  112  items.  Time  and 
space  prohibiting  such  a  detailed  study,  the  situation  can  be 
shown  best  by  tabulating  the  scores  allotted  on  those  items 
most  commonly  neglected  in  the  planning  and  building  of  a 
church  and  religious  education  plant.  Table  VIII.  gives  the 
tabulation  of  these  twenty-five  churches  on  the  basis  of  eight 
selected  items.  If  a  church  obtained  its  maximum  score  on 
these  eight  items,  it  would  receive  455  points  out  of  the  possi¬ 
ble  1,000.  This  shows  that  the  points  under  consideration 
amount  to  almost  half  of  the  total  score  and  are  therefore 
correspondingly  significant  in  the  church  building  situation 
for  the  state.  The  twenty-five  churches  arranged  in  order 
of  the  total  score  received  on  these  eight  items  range  from 
church  No.  25,  which  received  327  points  out  of  a  possible 
455,  to  church  No.  1,  which  received  56  points  out  of  the 
same  possible  number.  The  median  score  for  this  group  is 
189,  or  42  per  cent.,  of  the  total  possible  score.  This  means 
that  there  are  as  many  churches  in  Indiana  that  receive  less 
than  189  points  out  of  a  possible  455  as  there  are  churches 
that  receive  more  than  that  number  of  points.  It  will  be 
noticed  that  on  the  basis  of  these  selected  points  the  order 
of  the  churches  is  not  quite  the  same  as  in  Table  IV. 

Table  IX.  gives  the  scores  shown  in  Table  VIII.  in  the 
form  of  the  percentage  which  each  score  is  of  the  maximum 
possible  score  for  that  item.  From  Table  IX.  it  is  obvious 
that  nineteen  of  the  twenty-five  churches  receive  less  than  50 
per  cent,  of  the  total  possible  score  on  these  eight  items. 

X.  Size  and  Form  of  Site 

In  the  matter  of  the  selection  and  utilization  of  the  church 
site  more  attention  is  usually  given  to  its  location  and  its 
nature  and  condition  than  to  its  size  and  form.  For  this  reason 
the  item  of  “Size  and  Form”  was  among  the  eight  items 
selected.  The  column  headed  I.C.  in  Table  VIII.  shows  that 

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[113] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


only  three  churches  of  the  twenty-five  receive  more  than  thirty 
points  out  of  a  possible  forty-five.  Assuming  that  this  ratio 
holds  for  the  remainder  of  the  state  only  12  per  cent,  of  the 
churches  of  the  state  would  score  more  than  thirty  points  out 
of  forty-five.  The  corresponding  column  in  Table  IX.  shows 
that  20  per  cent,  of  the  churches  receive  less  than  half  of  the 
maximum  possible  score.  Very  few  of  these  churches  have 
much  more  than  enough  space  for  the  church  building  itself 
and  in  a  great  majority  of  cases  there  is  little  or  no  lawn  space. 

XI.  Internal  Structure 

In  the  scores  allotted  to  major  subdivision  II.,  “Building 
or  Buildings,”  more  attention  has  been  given  to  the  placement 
of  the  building  and  its  gross  structure,  including  the  archi¬ 
tectural  design,  the  general  aesthetic  plans  of  the  building,  and 
other  such  items  than  has  been  given  to  the  structure  and 
arrangement  of  the  interior  of  the  building.  The  item  of 
“Internal  Structure,”  involving  the  placement,  construction 
and  arrangement  of  stairways,  foyer  and  corridors,  the  base¬ 
ment,  and  the  general  decorative  attractiveness  of  the  interior, 
is  the  second  of  the  eight  selected  items.  The  scores  allotted 
to  the  twenty-five  churches  on  this  item  are  shown  in  the 
column  headed  II.  C  in  Tables  VIII.  and  IX.  Only  one  of 
the  churches  receives  a  score  of  more  than  40  points  out  of 
a  possible  50,  only  seven  receive  scores  between  30  and  40  on 
this  same  basis,  while  fourteen  of  the  twenty-five  receive  less 
than  half  of  the  maximum  possible  score  for  the  important 
items  included  under  the  heading  of  “Internal  Structure.” 
Many  stairways  are  so  poorly  constructed  that  they  are  con¬ 
stant  fire-traps,  they  are  too  narrow,  are  winding  or  are  too 
wide  with  no  central  hand-rail.  Little  attention  has  been 
given  in  a  majority  of  church  buildings  to  the  arrangement 
and  safeguarding  of  this  important  element  of  construction. 
The  controlling  motive  seems  to  have  been  to  tuck  them  into 
dark  corners  where  they  would  occupy  as  little  space  as  possi¬ 
ble.  Very  few  buildings  seem  planned  so  that  their  foyers 
and  auditoriums  permit  of  convenient  and  easy  use  of  all  parts 
[ii4] 


THE  CHURCH  BUILDINGS  OF  INDIANA 


of  the  building  without  disturbance  to  those  using  the  main 
auditorium.  So  far  as  the  church  basements  are  concerned, 
the  majority  of  them  give  the  impression  of  having  been  con¬ 
structed  with  no  thought  of  any  use  except  for  the  accommoda¬ 
tion  of  the  heating  plant.  The  enlargement  of  church  pro¬ 
grams  has  necessitated  the  use  of  these  rooms,  many  times  so 
far  below  ground  as  to  be  damp  and  unhealthy,  poorly  lighted 
and  otherwise  unattractive. 


XII .  Service  Systems 

Among  the  eight  principal  subdivisions  of  “Service  Sys¬ 
tems,”  heating  and  ventilation  and  fire  protection  are  each 
given  40  points  of  the  160  allotted  to  this  major  item.  Other 
items,  such  as  cleaning  systems,  artificial  lighting,  water  sup¬ 
ply,  toilet  provisions,  other  service  systems  and  service  rooms 
are  all  as  neglected  in  the  church  plants  of  the  state  as  are 
heating  and  ventilation  or  fire  protection.  Since  these  two 
items  are,  however,  the  most  important,  the  very  inadequate 
provisions  for  the  service  systems  of  church  plants  can  be 
shown  by  the  scores  allotted  to  these  items  as  well  as  in  a 
more  detailed  tabulation  of  the  other  subdivisions  of  service 
systems.  The  column  headed  III.  A.  in  Table  VIII.  gives  the 
scores  allotted  on  “Heating  and  Ventilation.”  Sixteen  of  the 
twenty-five  churches  receive  a  score  of  20  or  less  each  out  of 
the  possible  40  points  allotted  to  this  item.  This  would  indi¬ 
cate  not  only  that  many  of  these  buildings  are  inadequately 
heated,  but  that  the  kind  of  heating  system  used  is  old  and 
inefficient.  A  majority  of  the  buildings  are  provided  with 
hot-air  furnaces,  so  installed  that  in  most  cases  they  are  con¬ 
stant  fire  hazards.  Less  than  one-fourth  of  the  churches  are 
provided  with  modern  steam  heating  plants  or  with  forced 
ventilation.  Most  of  the  twenty-five  churches  have  no  means 
of  automatic  temperature  control,  many  of  them  not  even 
having  an  ordinary  thermometer  in  evidence.  A  modern  heat¬ 
ing  system  not  only  adds  to  the  comfort  and  healthfulness  of 
those  using  the  church  plant,  but  is  considerably  cheaper  in 
its  operation  and  much  safer  from  the  standpoint  of  fire  pre- 

[115] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


vention.  This  column  in  Table  IX.  shows  that  no  church 
of  the  twenty-five  receives  a  score  of  two-thirds  of  its  possible 
maximum  on  this  item,  whereas  only  nine  of  the  twenty-five 
receive  more  than  50  per  cent,  of  their  total  possible  score. 

XIIJ .  Fire  Protection 

The  scores  allotted  the  churches  in  Indiana  on  the  item 
of  “Fire  Protection”  would  show  that  there  is  almost  no  pro¬ 
vision  either  in  the  matter  of  providing  fire  escapes  or  fire 
protection  apparatus.  The  columns  headed  III.  B.  in  Tables 
VIII.  and  IX.  show  this  situation.  On  this  item  only  two 
churches  of  the  twenty-five,  or  what  would  correspond  to  8 
per  cent,  of  the  churches  in  the  state,  have  more  than  half 
of  the  possible  maximum  score,  and  these  two  fall  so  far  short 
of  meeting  desired  standards  that  they  receive  scores  of 
twenty-five  and  twenty-eight  respectively. 

Virtually  none  of  the  churches  of  the  state  meets  the 
standards  of  fireproof  construction.  Even  though  the  external 
walls  may  be  of  brick  or  stone,  the  interior  is  often  of  wood 
construction  easily  destroyed  by  fire.  No  thought  has  been 
given  to  making  stairways  from  balconies  or  second,  or  third- 
floor  rooms  fireproof  or  enclosed  in  such  a  way  that  they 
would  be  safe  as  fire  wells.  Even  the  easily  procured  and 
inexpensive  precaution  of  fire  extinguishers  is  usually  lacking. 
When  provided,  they  are  often  not  to  be  found  at  the  points 
of  greatest  fire  danger;  for  example,  the  entrance  to  a  furnace 
room  or  the  stairway  to  a  basement.  Since  it  can  be  said  that 
virtually  half  of  the  churches  of  Indiana  would  score  less  than 
one-third  of  the  possible  maximum  score  on  this  item,  it  is 
readily  seen  how  little  attention  has  been  given  to  this  in  past 
construction.  Unfortunately,  a  number  of  the  more  recently 
constructed  plants  have  repeated  many  of  the  mistakes  of  the 
past.  A  number  of  the  buildings  included  in  this  study  (in¬ 
flammable,  frame  structures  with  exposed  furnaces  in  close 
proximity  to  the  unprotected,  rough  lumber  under  the  floor 
of  the  auditorium)  submit  the  congregations  and  the  Sunday 
school  classes  to  weekly  fire  dangers  which  civil  authorities 
[u6] 


THE  CHURCH  BUILDINGS  OF  INDIANA 


would  not  and  should  not  permit  in  public  school  buildings, 
theatres,  and  other  places  where  citizens  congregate. 

XIV.  C hurch  R  ooms 

The  distribution  of  scores  allotted  on  “Church  Rooms” 
for  these  twenty-five  churches  is  shown  in  the  column  for  this 
topic  in  Table  IV.  If  the  scores  allotted  for  this  item  be  com¬ 
pared  with  the  maximum  possible  score,  it  is  readily  seen  that 
more  adequate  provision  has  been  made  for  the  church  rooms 
than  for  almost  any  other  of  the  major  items.  This  is  as  was 
to  be  expected,  since  most  churches,  regardless  of  the  kind 
or  extent  of  the  religious  program  which  they  carry  on,  must 
provide  for  a  large  church  auditorium.  Such  provision  varies 
not  only  because  of  differences  in  size  and  adequacy  of  the  main 
church  auditorium,  but  also  because  many  churches  fail  to  make 
provision  for  a  small  assembly  room,  for  a  church  parlor  or 
church  board  room,  for  the  church  office,  the  pastor’s  study 
or  a  church  vault.  Even  in  the  matter  of  the  auditorium  it¬ 
self,  which  is  allotted  100  points  of  the  170  given  to  church 
rooms,  the  scores  vary  from  25  to  89.  Seven  of  the  twenty- 
five  churches  receive  less  than  50  per  cent,  of  the  maximum 
score.  This  is  true  even  on  an  item  so  universally  provided 
for  as  a  church  auditorium.  In  some  of  the  other  items  of  this 
group  the  provision  ranges  from  very  inadequately  equipped 
church  offices  to  a  complete  lack  of  church  vaults  in  anv  of 
the  twenty-five  churches. 

XV.  Religious  School  Rooms 

Nothing  has  been  more  evident  in  church  work  during  the 
last  few  years  than  the  increased  prominence  of  religious  edu¬ 
cation.  The  typical  Sunday  school  of  a  generation  ago  has 
undergone  a  material  transformation  in  many  of  our  present- 
day  churches.  It  now  represents  a  form  of  service  calling  for 
trained  teachers,  departmentalized  organization,  separate  cur¬ 
ricula  for  the  several  departments,  special  departmental 
assembly  rooms  and  individual  classrooms  for  the  various 

[1173 


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Totals...  186 

[1 19] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


classes.  The  standard  has  changed  from  the  group  of  eight 
to  ten  children  seated  about  an  untrained,  though  well- 
intentioned  teacher,  to  one  requiring  that  a  much  larger  class 
receive  the  benefit  of  religious  instruction  from  a  teacher 
scientifically  trained.  The  major  item  of  “Religious  School 
Rooms”  is  divided  into  the  six  subdivisions  of  location  and 
connection,  assembly  rooms,  classrooms,  cloakrooms  and 
wardrobes,  superintendent’s  office  and  supply-rooms.  In 
showing  the  situation  in  Indiana  in  regard  to  provision  for 
religious  school  rooms,  the  scores  allotted  on  “Location  and 
Connection”  of  these  rooms,  given  in  Table  VII.,  show  a 
distinct  lack  of  definite  plan.  Twenty-one  of  the  twenty-five 
churches  receive  io  points  or  fewer,  of  the  15  possible  for 
this  item.  This  shows,  as  was  obvious  to  the  Building  Com¬ 
mittee  in  its  visits,  that  many  of  the  classrooms  were  provided 
under  pressure.  They  are  placed  on  stairway  landings,  in 
basement  corners,  and  in  some  cases  in  balconies  of  the  gym¬ 
nasium.  It  is  frequently  necessary  to  pass  through  several 
classrooms  to  get  from  one  to  another  part  of  the  church 
school. 

XVI.  Religious  School  Assembly  Rooms 

Reference  to  Item  V.  B.  in  Table  X.  will  show  that 
eighteen  of  the  twenty-five  churches  receive  scores  of  30  or 
less  out  of  the  possible  60  points  allotted  this  item.  Many  of 
the  scores  were  based  on  the  provision  of  one  religious  school 
assembly  room,  oftentimes  arranged  on  some  modification  of 
the  Akron  plan.  The  scores  allotted  show  only  in  part  how 
inadequate  such  an  assembly  room  is  for  a  departmentalized 
school. 

XV II.  Religious  School  Classrooms 

By  far  the  most  important  element  under  the  heading  of 
“Religious  School  Rooms”  is  that  of  classrooms.  This  item 
is  given  90  of  the  possible  200  points  for  “Religious  Educa¬ 
tion  Rooms.”  Classrooms  take  into  account  adequacy  of  the 
number  of  rooms,  size  and  shape,  the  seats  and  desks  pro- 
[120] 


THE  CHURCH  BUILDINGS  OF  INDIANA 


vided,  the  illumination,  walls,  seating,  floor,  blackboard, 
bulletins,  doors  and  closets,  and  instructional  equipment.  The 
columns  headed  V.  C.  in  Tables  VIII.  and  IX.  give  the  scores 
allotted  for  this  item  in  the  twenty-five  churches  studied. 
Twenty-one  of  the  twenty-five  churches  receive  a  score  of 
60  or  less,  while  over  half  of  the  churches  receive  less  than 
half  of  the  maximum  score.  The  subdivision  under  class¬ 
rooms  which  most  truly  represents  the  provision  or  lack  of 
provision  for  religious  education  classrooms  is  the  score 
allotted  on  adequacy  of  number,  since  this  receives  30  of 
the  90  points  of  the  twenty-five  churches.  None  received 
more  than  15  points  on  this.  Even  this  score  throws  too 
favorable  a  light  on  the  situation,  since  so  many  of  the  class¬ 
rooms  are  arranged  on  the  Akron  plan  and  receive  a  higher 
score  for  adequacy  of  number  than  they  are  really  entitled 
to.  In  many  cases  these  classrooms  are  separated  from  one 
another  by  curtains  or  sliding  doors  which  often,  on  account 
of  the  difficulty  of  manipulating  them,  are  not  closed.  Only 
two  of  the  twenty-five  churches  in  this  group  made  a  con¬ 
scientious  attempt  to  provide  separate  classrooms  permitting 
a  class  to  be  conducted  without  constant  interference  from  the 
work  of  other  classes. 

XVIII.  Community  Service  Rooms 

No  phase  of  present-day  church  building  is  more  neglected 
in  existing  plants  than  the  provision  for  “Community  Service 
Rooms.”  A  glance  at  the  last  column  of  Table  IV.,  dealing 
with  the  scores  given  on  this  item,  shows  that  twenty-two  of 
the  twenty-five  churches  receive  less  than  half  their  total  possi¬ 
ble  score;  while  the  median  score  for  the  group  is  only  64 
points  out  of  a  possible  190.  Of  course,  this  can  be  explained 
by  the  fact  that  the  churches  of  a  decade  or  more  ago  did  not 
undertake  extensive  programs  of  community  service.  At  that 
time  they  were  content  to  provide  the  means  for  Sunday  ser¬ 
vices  and  a  mid-week  prayer  meeting.  In  most  cases,  meagre 
provision  was  made  for  kitchens  and  dining-rooms;  but  to 
undertake  any  consistent  program  of  religious  education  or 

[121] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


of  social  or  community  service,  involving  the  use  of  the  church 
building  for  the  meetings  of  clubs  or  church  organizations, 
was  not  thought  of.  Most  of  these  activities,  where  they 
existed  at  all,  were  housed  at  the  homes  of  individual  mem¬ 
bers.  With  the  change  that  has  occurred  in  modern  social 
conditions,  and  with  the  new  type  of  family  life  which  has 
grown  out  of  our  city  conditions,  the  church  of  today  finds  it 
necessary  to  have  more  ways  of  reaching  and  serving  its  mem¬ 
bers  than  were  necessary  to  the  church  of  a  generation  or  two 
ago.  Very  few  churches  have  carried  this  program  far 
enough  to  assume  any  responsibility  for  providing  means  of 
recreation.  There  is,  however,  a  growing  tendency  for  them 
to  provide  gymnasiums,  swimming  pools,  handball  courts, 
bowling  alleys,  libraries  and  reading-rooms  where  informal 
social  clubs  may  conveniently  hold  their  meetings.  The  scores 
referred  to  in  Table  I.  show  that  little  attempt  has  been  made 
by  existing  churches  to  remodel  their  plants  to  care  for  this 
phase  of  church  service.  Their  failure  to  do  so  may  be  for 
either  of  two  reasons :  first,  the  unwillingness  of  the  church 
members  to  support  such  a  program  of  service;  second,  the 
almost  insurmountable  difficulties  in  the  way  of  remodelling 
some  of  the  church  plants  suitably  even  though  the  church 
members  would  gladly  support  the  program.  The  total  score 
of  190  points  out  of  the  1,000  shows  the  importance  attached 
to  this  type  of  service  by  the  hundreds  of  experts  whose 
opinions  were  used  in  evaluating  the  points  of  the  score-card. 
This  total  score  is  divided  between  the  three  principal  sub¬ 
divisions  of  rooms  for  general  use,  rooms  for  social  service, 
and  recreation  and  athletic  rooms.  For  the  sake  of  better 
analysis  of  the  needs  in  this  field,  the  scores  given  to  each 
of  these  three  subheadings  have  been  tabulated  in  the  last  three 
columns  of  Tables  VIII.  and  IX. 

XIX.  C ommunity  Service  Rooms  for  General 
Use 

In  this  division  are  included  large  rooms  for  recreation 
and  dining  purposes,  kitchen  equipment  and  the  maintenance 
[122] 


THE  CHURCH  BUILDINGS  OF  INDIANA 


of  libraries  and  reading-rooms.  Of  the  three  subdivisions, 
this  is  by  far  the  most  adequately  provided  for,  as  can  be 
seen  by  the  percentage  scores  in  this  column  of  Table  IX. 
Even  on  this  item,  however,  seventeen  of  the  twenty-five  re¬ 
ceive  30  or  fewer  points  out  of  a  possible  60;  while  six  of  the 
twenty-five,  representing  24  per  cent,  of  the  churches  in  the 
state,  may  be  said  to  have  failed  to  provide  such  facilities  for 
these  three  types  of  rooms  as  would  warrant  their  receiving 
one-fourth  of  the  possible  score;  and  only  two  of  the  twenty- 
five  scored  higher  than  two-thirds  of  the  maximum.  The 
equipment,  particularly  the  kitchen  equipment,  is  oftentimes 
so  meagre,  so  poorly  kept,  so  rust-covered,  as  to  be  almost 
repellant  to  the  members  of  the  congregation  called  upon  to 
use  it.  It  tends  to  make  voluntary  service  at  social  functions 
where  the  equipment  is  used  a  drudgery,  and  in  a  sense  a 
punishment,  rather  than  a  pleasure.  The  contrast  between  the 
typical  Indiana  church  kitchen  and  dining-room  equipment  and 
some  of  the  equipment  in  the  better  churches  of  the  state,  as 
shown  in  Table  II.,  clearly  indicates  how  most  of  the  churches 
are  handicapped  when  an  attempt  is  made  to  use  their  equip¬ 
ment  for  community  purposes.  Many  opportunities  for 
entertainment  and  for  the  holding  of  social  gatherings  are 
consequently  lost  or  indefinitely  postponed,  which  should  be 
used  to  increase  the  social  and  religious  solidarity  of  the 
congregation. 

XX.  C ommunity  Rooms  for  Social  Service 

Under  this  head  are  included  such  rooms  as  women’s  and 
mothers’  rooms,  girls’  clubrooms,  men’s  clubrooms,  boys’ 
clubrooms,  a  day  nursery  and  a  social  worker’s  office.  It  will 
be  seen  by  a  comparison  of  the  scores  allotted  to  these  items 
in  the  column  headed  VI.  B.  with  the  scores  for  the  rooms 
for  general  use  in  the  preceding  column  that  but  few  facili¬ 
ties  of  this  kind  have  been  provided.  Twenty-one  of  the 
twenty-five  churches  receive  less  than  half  of  the  possible 
score,  while  the  highest  score  allotted  to  any  church  is  only 
49  out  of  the  possible  70.  Fifteen  churches  receive  20  or 

[i23] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


fewer  points  on  this  item;  while  five  of  the  churches,  or  what 
would  correspond  to  20  per  cent,  of  those  in  the  state,  receive 
less  than  10  of  the  possible  70.  When  scores  of  20  or  less 
are  divided  between  these  eight  items,  it  is  evident  that  many 
of  the  facilities  included  under  this  heading  are  inadequately 
provided  or  entirely  lacking.  Each  of  a  number  of  the 
churches  has  a  room  which  is  used  for  meetings  of  the  women’s 
organizations.  Often  it  is  the  room  in  which  the  adult 
women’s  Sunday  school  class  meets;  and  which  must  serve 
also  as  a  clubroom,  sewing-room,  Red  Cross  room  and  for 
all  other  such  purposes.  The  women’s  and  mothers’  room, 
poor  as  it  is,  is  generally  much  more  adequate  than  any 
corresponding  room  provided  for  the  men.  Two  or  three  of 
the  churches  scored  have  given  a  room  each  to  be  used  by 
some  church  chapter  or  local  chapter  of  the  American  Legion; 
and  in  one  case  an  attempt  was  made  to  have  this  room  serve 
also  as  a  meeting  place  for  smaller  groups,  or  as  a  reading- 
room  for  the  members  of  the  Legion.  Though  the  space  for 
it  had  to  be  secured  by  putting  screens  across  one  end  of  a 
large  assembly  room,  it  was  fitted  with  comfortable  chairs, 
some  books,  current  magazines,  a  piano  and  victrola. 

An  increasing  number  of  churches  are  realizing  the  oppor¬ 
tunity  for  service  to  the  younger  boys  through  cooperation 
with  the  Boy  Scouts.  They  are  furnishing  Boy  Scout  leaders 
from  their  congregations,  and  where  possible,  are  giving  the 
Boy  Scouts  the  use  of  one  of  the  church  rooms.  Too  frequently 
this  room  must  be  used  for  several  other  purposes  so  that 
the  Scouts  cannot  decorate  it  with  their  pennants,  banners  and 
other  trophies.  Consequently  the  boys  do  not  feel  as  much 
at  home  in  the  room,  nor  as  much  interested  in  its  decoration 
and  care,  as  they  would  if  they  could  store  their  equipment 
in  it  and  hold  meetings  there  at  any  time.  The  provision  for 
nurseries  and  restrooms  is  practically  missing  from  all  of  the 
churches.  The  same  statement  is  true  concerning  day  nurseries 
for  little  children  whose  parents  are  attending  church  services. 
In  a  few  of  the  churches  the  kindergarten  classroom  is 
equipped  so  that  it  can  be  used  as  a  nursery  during  church  serv¬ 
ices.  Under  these  conditions  the  equipment  is  too  frequently 
[124] 


THE  CHURCH  BUILDINGS  OF  INDIANA 


for  children  of  kindergarten  age  rather  than  for  the  babies  and 
smaller  children.  The  almost  total  lack  of  any  building  pro¬ 
vision  for  the  social  worker’s  office,  would  indicate  that  few 
of  the  church  congregations  in  Indiana  are  using  this  means 
of  assisting  and  supplementing  the  social  work  of  the  church. 
Many  church  activities  supposedly  devolve  on  the  minister  and 
his  wife;  but  opportunities  for  service  are  multiplied  in  the 
modern  community  church  and  if  many  of  these  are  to  be 
taken  advantage  of  it  becomes  essential  that  assistant  pastors  or 
trained  social  workers  be  added  to  the  staff.  When  this  is 
done,  the  social  worker’s  chance  to  serve  the  community  is 
seriously  interfered  with  if  the  office  is  in  some  out-of-the-way 
part  of  the  building  instead  of  easily  accessible. 

Many  of  the  rooms  for  social  service  in  this  group  may  be 
added  at  relatively  little  expense  if  they  are  planned  for  at  the 
time  the  building  is  erected. 

XXL  Rooms  for  Recreation  and  Athletics 

Poor  as  was  the  provision  in  Indiana  churches  for  the 
community  service  rooms  included  in  the  other  two  groups  the 
scores  allotted  for  recreation  and  athletic  rooms,  in  the  columns 
headed  VI.  C.  in  Tables  VIII.  and  IX.,  will  show  that  still  less 
attention  has  been  paid  to  this  type  of  service.  In  some  cases, 
where  churches  cooperate  with  a  local  Y.M.C.A.  or  Y.W.C.A., 
it  would  be  an  expensive  and  unnecessary  duplication  of 
equipment  to  provide  these  rooms  in  the  church.  Even  where 
a  Y.M.C.A.  makes  provision  for  recreation  and  athletics  in 
the  immediate  vicinity  of  a  church,  the  church  seldom  uses  the 
equipment  as  a  church  unit.  It  is  apt  to  encourage  its  members 
to  utilize  the  equipment;  but  use  of  the  gymnasium,  the  swim¬ 
ming  pool  or  bowling  alleys  by  a  church  organization,  or  by 
classes  of  the  church  congregation,  is  unusual.  So  much  influ¬ 
ence  for  good  can  be  exerted  over  young  people  by  helping 
them  to  take  their  recreation  under  the  most  favorable  condi¬ 
tions,  that  it  would  often  be  a  good  investment  for  a  large 
church  to  duplicate  some  of  this  equipment.  Unquestionably 
so,  if  the  church  were  large  enough  to  make  it  certain  that  its 

[125] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


separate  facilities  would  be  used  and  kept  in  perfect  condition, 
and  if  the  withdrawal  of  its  unit’s  support  and  patronage 
would  not  jeopardize  the  Y.M.C.A.’s  success.  Of  the 
twenty-five  churches  scored  in  Indiana,  only  one  received  more 
than  50  per  cent,  of  its  possible  score,  and  that  one  received 
only  52  per  cent.  Eleven  of  the  twenty-five  received  less  than 
20  per  cent,  of  the  possible  score.  These  scores  represent  the 
situation  for  the  state  in  a  light  more  favorable  than  actual 
conditions  warrant,  since,  in  a  number  of  cases,  churches  within 
using  distance  of  a  Y.M.C.A.  were  given  some  credit  for 
these  items  when  they  reported  that  they  used  the  “Y”  facili¬ 
ties.  Of  the  sixteen  Indiana  churches  selected  from  among 
those  having  the  better  church  plants,  eleven  received  less  than 
30  points  of  the  possible  60  on  this  item.  This  shows  that 
even  in  the  best  churches  of  the  state  failure  to  provide  for 
rooms  for  recreation  and  athletics  is  almost  as  noticeable  as  in 
the  twenty-five  selected  churches  which  represent  the  state 
at  large. 

XXII.  Summary  of  the  Church  Building 

Situation 

The  total  scores,  the  scores  allotted  on  the  six  major  items 
and  on  the  principal  subdivisions  of  each  of  these  items,  are 
given  in  Table  X.  On  the  score-card  shown  in  Chart  III.,  each 
item  may  be  identified  and  the  score  for  it  found  for  the 
twenty-five  selected  churches  used  throughout  this  chapter  to 
represent  the  general  situation  for  the  state.  Suppose  a  reader 
wishes  to  know  how  generally  the  churches  of  the  state  provide 
offices  for  the  superintendents  of  religious  education.  Let  him 
find,  in  the  score-card,  Division  E.  of  Item  V.,  and  then  refer 
to  Item  V.,  Division  E.  in  Table  X.  He  will  see  that  six 
churches,  or  24  per  cent.,  make  no  provision  whatever  for  such 
an  office ;  and  that  22,  or  88  per  cent.,  of  the  churches  receive 
less  than  half  the  maximum  score  for  that  point.  This  indi¬ 
cates  that  provision  for  such  an  office  was  not  made  in  the 
plans  of  the  churches;  and  that  in  virtually  all  cases  where  the 
services  of  a  superintendent  of  education  have  been  found  nec- 
[126] 


Illustration  XII:  the  old  auditorium  of  the  lake  aveinue  memorial 


BAPTIST  CHURCH,  ROCHESTER,  N.  Y. 

Showing  the  pulpit  and  baptistry  in  one  corner  and  the  balcony  at  the  back  and  along 
one  side.  A  large  part  of  the  audience  in  this  room  were  compelled  to  sit  facing  an 
annoying  glare  from  the  windows  on  the  left. 


Illustration  XIII :  the  same  auditorium  after  it  was  remodelled. 

The  seating  capacity  was  increased.  The  baptistry  remains  in  the  corner  and  when  not 
used  is  closed  with  draperies  in  harmony  with  those  over  the  organ.  The  stained  glass 
in  the  windows  is  so  well  selected  that  sufficient  light  is  admitted  even  on  dark  days  and 
yet  annoying  glares  are  removed. 


Illustration  XIV:  tiie  beautiful  auditorium  of  the  fourth 

PRESBYTERIAN  CHURCH,  CHICAGO,  ILL.  IN  EVERY  DETAIL  A  PLACE  OF  WORSHIP, 


Illustration 

INTERCESSION, 


XV  :  THE  PIPE 
TRINITY  CHURCH 


ORGAN  OF  THE  CHAPEL  OF  THE 
,  NEW  YORK  CITY. 


Illustration  XVI :  st.  mary’s  chapel, 

TRINITY  CHURCH,  NEW  YORK  CITY. 


CIIAPEL  OF  THE  INTERCESSION, 


THE  CHURCH  BUILDINGS  OF  INDIANA 


essary,  he  has  been  forced  to  do  his  work  under  the  handicap 
of  cramped  quarters  and  insufficient  equipment.  His  office  too 
often  consists  of  desk  space  in  an  unused  corner  of  some  room. 
Table  X.  can  be  used,  in  the  way  indicated,  for  a  more  detailed 
study  of  items  tabulated  in  Tables  VIII.  and  IX. 

XXIII.  Indiana  Behind  in  Building  Program 

Tables  IV.  and  X.  give  evidence  that  the  church  buildings 
of  Indiana  fall  far  short  of  the  standards  accepted  by  church 
and  religious  education  authorities  the  country  over.  Even 
Table  VI.,  dealing  with  sixteen  of  the  better  churches,  does 
not  lessen  the  force  of  this  evidence,  as  these  churches  were 
selected  from  the  best  in  seventeen  cities  of  the  state.  Those 
cities  hold  51  per  cent,  of  the  state’s  population.  Most  of  the 
churches  are  old,  very  few  having  been  built  in  the  last  ten 
years;  and  the  scores  allotted  show  that  little  attempt  was 
made  to  provide  in  them,  or  even  in  those  of  much  more  recent 
construction,  the  physical  equipment  for  enlarged  programs 
of  community  service  which  many  churches  are  now  finding 
desirable.  It  cannot  be  urged  that  these  standards  call  for  too 
heavy  an  outlay  for  a  church  with  only  moderate  means  avail¬ 
able  for  building;  for  many  of  the  churches,  because  they  made 
more  adequate  provision  for  more  activities,  received  higher 
scores  than  others  costing  three  and  four  times  as  much.  A 
large  part  of  the  money  put  into  a  church  plant  may  go  into 
pretentious  exteriors,  a  towering  and  dangerous  steeple,  or  an 
elaborate  and  ornate  auditorium;  and  too  little  into  the  ar¬ 
rangement  of  rooms,  the  proper  placing  of  stairways  and 
corridors,  and  into  facilities  for  forms  of  service  other  than 
Sunday  worship.  A  number  of  churches  of  non-fire-resistive 
material  received  low  scores  on  the  item  of  fire  prevention  and 
very  high  scores  for  the  ample  provision  they  made  for  sepa¬ 
rate  rooms  for  religious  education,  more  clubrooms,  better 
social-room  and  dining-room,  Boy  Scout  rooms,  gymnasium, 
handball  courts  or  bowling  alleys.  Where  a  church  board 
knows  beforehand  the  types  of  service  it  wishes  to  render  to 
the  community,  provision  for  adequate  facilities  may  be  made 

[127] 


RELIGIOUS  EDUCATION  OF  FROTESTAN.TS 


without  the  sacrifice  of  other  desired  features  of  a  proposed 
new  building.  This  is  more  economical,  as  well  as  easier,  than 
to  build  the  traditional  building  and  then  remodel  it  or  construct 
additions.  A  study  of  the  total  scores  allotted  to  the  churches 
in  Table  IV.  shows  that  at  least  half  those  in  the  state  fall  so 
far  below  the  approved  church  and  religious  education  plant 
standards  that  it  is  questionable  whether  the  investment  of 
additional  money  on  the  plants  would  be  wise.  In  many  cases 
where  the  existing  plant  receives  relatively  good  scores  on  gross 
building  structure,  service  systems,  and  church  rooms,  it  would 
be  possible  to  add  a  religious  education  building  to  care  for 
some  of  the  classes  in  religious  education  besides  making  pro¬ 
vision  for  community  service  rooms.  It  is  safe  to  say  that 
three  out  of  five  churches  in  Indiana  must  be  rebuilt  or  exten¬ 
sively  remodeled  within  the  next  ten  or  fifteen  years  if  the 
extension,  and  to  some  extent  the  success,  of  the  work  of  the 
churches  of  the  state  is  not  to  be  handicapped. 


[128] 


Chapter  IV 


SUGGESTIONS  FOR  FUTURE  CHURCH 
BUILDING  IN  INDIANA 

Indiana’s  need  for  an  extensive  program  of  church  building 
having  been  shown,  this  chapter  will  present  some  desirable 
features  of  modern  church  buildings  with  a  view  to  assisting 
church  boards  in  planning  and  erecting  the  most  serviceable 
buildings. 

/.  Traditional  Errors 

Careful  inspection  of  over  fifty  churches  in  Indiana  made 
it  evident  that  there  had  been  little  attempt  to  profit  by  the 
experience  either  of  other  churches  of  the  same  denomination 
in  other  cities  or  of  churches  of  other  denominations  in  the 
same  city.  The  same  circular  auditorium,  with  its  movable 
partitions  around  the  main  floor  and  the  balcony,  was  found 
everywhere ;  and  everywhere  there  was  complaint  about  the  re¬ 
sulting  arrangements.  The  state  could  not  have  been  so  full 
of  auditoriums  of  this  kind  if  church  boards  had  heeded  the 
complaints.  It  is  hoped  that  before  churches  are  erected  in  the 
future,  programs  of  religious  education  and  community  service 
will  be  formulated ;  and  that  buildings  will  then  be  planned,  in 
the  light  of  the  standards  developed,  1  providing  for  as  many 
forms  of  service  as  the  money  available  will  permit.  Thought 
should  also  be  given  to  having  the  building  so  planned  that  ad¬ 
ditions  may  be  made,  easily  and  economically,  when  needed. 
The  congregation  will  thus  have  a  complete  and  consistent  unit, 
rather  than  an  architectural  patchwork,  when  the  building  is 
finished. 

1  “Standards  for  City  Church  Plants,”  by  N.  L.  Englehardt,  E.  S. 
Evenden,  et  al. 


[129] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


II.  The  C hurch  Site 

What  is  really  essential  in  a  church  site?  Unfortunately, 
too  little  attention  has  been  paid  to  this  question.  The  scores 
allotted  indicate  that  too  frequently,  in  the  selection  of  a  church 
site,  the  chief  concern  must  have  been  merely  to  find  sufficient 
ground  on  which  to  place  a  building.  As  to  the  question  of 
the  location  of  that  plot  of  ground,  it  was  apparently  considered 
more  important  that  it  be  located  centrally  with  respect  to  the 
city  than  with  respect  to  the  homes  of  the  members  of  the 
congregation. 

Under  present  city  conditions,  the  element  of  environment 
is  much  more  important  than  either  that  of  accessibility  or  of 
central  location,  provided  a  few  street  car  lines  are  near  the 
building,  but  not  so  near  as  to  cause  noise,  and  that  streets  are 
paved  for  automobile  traffic.  It  is  most  important  that  a 
church  site  be  in  an  attractive  neighborhood,  remote  from  fire 
hazards  and  free  from  distracting  noises.  Also,  the  site 
should  be  large  enough  to  provide  for  the  proper  placing  of 
the  building  or  buildings  and  for  possible  additions,  as  well  as 
for  lawn  and  playgrounds,  handball  courts,  or  facilities  for 
other  activities.  When  the  church  is  near  the  center  of  the 
city,  crowded  between  other  buildings,  it  is  apt  to  serve  solely 
as  a  meeting  place  for  the  congregation.  Illustration  I.  shows 
part  of  the  site  of  the  Leonia  Methodist  Episcopal  Church  at 
Leonia,  New  Jersey. 

In  large  cities,  where  sites  must  necessarily  be  small,  the  use 
of  an  inner  court  safeguards  the  light  for  the  buildings  and 
adds  an  attractive  feature.  Such  a  court  is  used  by  the 
Fourth  Presbyterian  Church  of  Chicago  and  is  shown  in  Illus¬ 
tration  II.  The  Cloister  Garth  shown  in  Illustration  III. 
serves  the  same  purpose  for  the  Chapel  of  the  Intercession, 
Trinity  Church,  New  York  City. 

The  value  of  properly  placed  trees  and  well-graded  lawns 
and  of  the  attractive  placement  of  shrubs  and  flower  beds,  can 
be  readily  seen  from  this  illustration.  It  is  also  interesting  to 
know  that  the  church  site  for  this  building  comprises  several 

[130] 


FUTURE  CHURCH  BUILDING  IN  INDIANA 


acres  and  has  a  small  stream  running  through  a  grove  of  trees 
at  one  corner.  It  is  planned  to  have  a  cement  wading-pool 
built  in  the  bed  of  this  stream  and  to  supply  play  apparatus  for 
the  smaller  children.  The  site  will  also  accommodate  two 
tennis  courts  and  an  open-air  amphitheatre,  both  of  which  are 
contemplated  for  the  near  future.  When  this  entire  plant  is 
completed,  it  will  be  not  only  a  source  of  satisfaction  and 
service  to  the  congregation  using  it  but  a  distinct  asset  to  the 
community  as  well.  Many  churches  in  Indiana  have  provided 
for  the  proper  landscaping  of  their  sites.  Even  with  the  most 
attractive  church  building  on  an  ample  site,  it  is  possible  to  use 
shrubbery  and  expanses  of  lawn  to  break  sharp  corners,  and  to 
produce  artistic  and  pleasing  effects.  Illustration  IV.  shows  a 
good  example  of  this  use  of  shrubbery,  a  use  which  is,  of 
course,  impossible  where  the  site  is  but  little  larger  than  the 
church  building  itself.  It  is  more  essential  that  the  members 
of  the  congregation  experience  a  sense  of  pleasure  upon  coming 
in  sight  of  their  church  home,  and  that  they  go  with  added 
pleasure  into  an  attractive,  well  lighted,  cheerful,  restful  build¬ 
ing,  than  for  the  church  to  be  within  a  few  steps  of  a  car  line 
in  the  crowded,  central,  business  part  of  the  city. 

Ill.  Building  or  Buildings 

In  discussing  the  standards  for  the  building  or  buildings  in 
the  church  and  religious  education  plant,  a  great  many  items 
must  be  left  to  local  initiative.  This  is  true  particularly  in  re¬ 
gard  to  the  architectural  type  of  the  building  to  be  erected. 
Though  any  architectural  type  will  lend  itself  to  the  standards 
proposed  for  a  modern  church  and  religious  education  plant, 
the  choice  as  to  the  style  of  the  architecture  should  be  deter¬ 
mined  by  the  desires  of  a  congregation  and  the  architecture  of 
other  large  public  buildings  in  the  city,  particularly  those  in 
the  immediate  vicinity  of  the  new  church.  The  type  chosen 
and  the  structure  itself  should  clearly  indicate  that  the  building 
is  a  church.  The  external  structure  should  possess  dignity  and 
charm;  and,  in  addition,  should  be  architecturally  consistent, 
that  is,  it  should  conform  throughout  to  the  lines,  forms  and 

[13U 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 

movements  established  by  the  architectural  type  after  which  it 
is  built.  This  standard  must  govern  also  when  religious  edu¬ 
cation  buildings  are  added  to  the  main  church  building.  A 
splendid  example  of  this  architectural  consistency  is  found  in 
the  Chapel  of  the  Intercession,  Trinity  Parish,  New  York  City, 
shown  in  Illustration  V. ;  in  the  Fourth  Presbyterian  Church  of 
Chicago,  shown  in  Illustration  VI. ;  in  the  Third  Presbyterian 
Church  of  Rochester,  shown  in  Illustration  VII. ;  and  in  the 
Lakewood  Congregational  Church,  shown  in  Illustration  VIII. 
The  materials  most  commonly  used  for  structures  are  granite 
or  other  kinds  of  stone  which  are  particularly  effective  in  giving 
the  appearance  of  enduringness,  massiveness  and  solidity. 
These  materials,  however,  are  more  affected  by  fire  than  is 
vitrified  brick  or  re-in  forced  concrete.  Fire-resistive  material 
should  be  used  throughout  for  all  structures,  especially  those  of 
more  than  one  story. 

Many  of  the  standards  governing  height,  roof,  structure, 
foundation,  walls,  entrances  and  the  like  are  given  in  the 
volume  on  measurements  and  standards ;  and,  with  the  exception 
of  a  few  items,  need  not  be  considered  here.  The  main  and 
secondary  entrances  should  be  so  arranged  as  to  open  directly 
into  the  foyer,  at  street  level  when  that  is  possible.  When  steps 
are  necessary  to  reach  the  main  floor  of  the  building,  these 
should  be  covered  for  the  sake  of  safety  during  inclement 
weather.  Even  when  covered,  they  should  be  provided  with 
center  handrails  if  they  are  wider  than  6  feet. 

STAIRWAYS 

In  church  building,  but  little  attention  has  been  paid  to  the 
placement  of  stairways,  or  to  the  standards  governing  the 
height  of  riser  and  width  of  tread.  There  should  never  be  a 
winding  stairway  with  triangular  treads;  yet  many  stairways 
of  that  kind  were  found  which  the  youngest  children  in  the 
religious  schools  were  compelled  to  use.  In  one  instance, 
where  a  balcony  was  used  for  the  primary  classroom,  the  stair¬ 
way  was  unusually  steep  and  not  wide  enough  for  two  persons 
to  use  it  at  the  same  time.  Worse  still,  half  the  steps  were 

[132] 


FUTURE  CHURCH  BUILDING  IN  INDIANA 


triangular.  In  several  churches  the  stairways  leading  to  choir 
lofts  were  narrow  and  winding,  making  the  use  of  the  lofts  for 
pageantry  or  processional  purposes  impossible. 

Stairways  should  be  constructed  of  fire-proof  material; 
should  be  lighted  by  both  natural  and  artificial  light ;  and  should 
be  enclosed  by  fire-resistive  doors  in  such  a  way  that  in  case  of 
fire  the  stairways  would  become  fire-wells  for  escape.  The 
tendency  to  use  spaces  beneath  stairways  for  storage  rooms 
cannot  be  too  strongly  condemned.  It  is  a  questionable  practice 
even  when  the  stairways  are  of  fireproof  material. 

CORRIDORS 

Corridors  and  foyers  should  be  so  arranged  as  to  provide 
ready  access  to  all  stairways  and  to  permit  the  rapid  movement 
of  people  to  and  from  the  various  parts  of  the  building.  Cor¬ 
ridors  should  be  surfaced  with  durable  and  relatively  noiseless 
material,  such  as  battleship  linoleum.  Oftentimes  corridors  can 
be  arranged  so  that  by  means  of  sliding  doors  they  can  be 
used  to  supplement  some  of  the  smaller  church  rooms.  The 
main  entrance  should  open  directly  off  the  foyer,  which  ought 
to  be  large  enough  to  permit  easy  passage  of  people  to  different 
parts  of  the  building,  and  to  afford  room  besides  for  formal 
gatherings  of  friends  at  the  beginning  or  the  close  of  any 
service  or  entertainment.  Such  a  corridor  is  shown  in  illustra¬ 
tion  X. 

DECORATIVE  ATTRACTIVENESS 

In  the  decorating  or  redecorating  of  the  interior  of  a 
church,  too  much  care  cannot  be  given  to  securing  a  restful 
harmony  of  colors  and  proportions.  The  religious  school 
rooms  should  be  in  harmony  with  the  rest  of  the  building;  and 
wall  and  ceiling  colors  should  be  adapted  to  the  varying 
amounts  of  light  in  the  several  rooms.  A  clean,  attractive, 
restful  room  will  be  much  more  conducive  to  religious  worship 
and  thoughtful  contemplation  than  one  whose  interior  decora¬ 
tion  is  distracting.  The  interior  construction  and  decoration 
of  a  church  building  should  symbolize,  as  far  as  possible,  such 

[133] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


essentials  of  religious  life  as  simplicity,  genuineness,  perma¬ 
nence,  modesty,  stability,  etc.  Over-ornateness  should  be 
avoided. 


IV.  Service  Systems 

Table  I.  shows  that  66  per  cent,  of  the  service  systems  of 
the  churches  of  Indiana  received  less  than  half  the  total  pos¬ 
sible  score.  This  discloses  a  general  failure  to  provide  for  the 
health,  comfort,  and  safety  of  the  people  using  the  church 
buildings  which  is  not  easy  to  explain.  Perhaps  the  neglect  is 
due  to  the  fact  that  the  buildings  are  in  use  only  a  short  time 
each  week. 

No  amount  of  money  thus  saved,  nor  any  expenditure  for 
stained  glass  or  pipe  organs,  can  justify  the  providing  of  poorly 
heated,  poorly  ventilated  rooms  in  which  the  congregation  must 
sit  constantly  exposed  to  fire  danger  from  unprotected  furnaces. 
Nothing  can  justify  the  placing  of  primary  children  in  a  bal¬ 
cony  with  an  unprotected,  low  railing  in  front  and  with  a  single, 
steep,  narrow,  winding,  wooden  stairway  that  provides  the  only 
means  of  escape  in  time  of  peril. 

ITEMS  INCLUDED  UNDER  ^SERVICE  SYSTEMS^ 

This  section  of  the  score-card  is  divided  into  eight  divisions, 
as  follows:  (a)  Heating  and  Ventilation:  (b)  Fire  Protec¬ 
tion:  (c)  Cleaning  System:  (d)  Artificial  Lighting:  (e)  Toilet 
System:  (f)  Water  Supply  System:  (g)  Other  Service  Sys¬ 
tems,  such  as  clocks,  telephones,  bells,  etc. :  (h)  Service  Rooms, 
such  as  janitor’s  room,  janitor’s  work-shop  and  fuel-room. 
These  forms  of  service  include  all  that  are  needed  by  any 
church  and  religious  education  plant :  yet  many  of  them  are 
inadequately  provided  or  omitted  entirely.  This  is  all  the  more 
to  the  discredit  of  church  plants  because  standards  for  these 
matters  are  quite  generally  accepted  for  modern  public  buildings 
such  as  court  houses,  libraries,  office  buildings,  public  schools 
and  similar  buildings.  Moreover,  churches  should  lead  in 
movements  to  improve  the  standards  of  living. 

[134] 


FUTURE  CHURCH  BUILDING  IN  INDIANA 


STANDARDS  FOR  SERVICE  SYSTEMS 

The  standards  for  the  various  divisions  under  this  item  are 
given  in  detail  in  the  “Standards  for  City  Church  Plants”  : 1 
and  since  they  deal  in  most  cases  with  elements  of  the  building 
which  are  also  standardized  for  other  public  buildings,  but  little 
space  will  be  spared  to  them  in  this  chapter.  If  the  standards 
which  are  acceptable  in  the  best  homes  in  the  community  and 
in  the  more  modern  public  buildings  were  met  in  church  build¬ 
ings,  there  would  be  little  to  complain  of. 

HEATING  AND  VENTILATION 

A  large  majority  of  the  churches  of  Indiana  are  heated  by 
hot  air  furnaces  unprotected  except  for  a  small  square  of  tin  or 
asbestos  directly  over  the  furnace.  The  best  methods  of  heat¬ 
ing  church  and  religious  education  plants  are  by  direct  or 
indirect  radiation,  or  by  combinations  of  these,  with  mechanical 
means  of  ventilation.  Direct  radiators  should  be  placed  under 
windows  when  possible.  In  large  auditoriums,  similar  to  the 
one  shown  in  Illustration  XIII.,  the  direct  radiators  may  be 
concealed  by  false  walls  and  the  heat  given  into  the  room 
through  grills  in  the  window  sills.  In  such  auditoriums  the 
openings  for  the  indirect  heating  are  at  the  ends  of  the  pews, 
so  that  the  warmed  air  is  given  into  the  aisles.  In  this  way  it 
does  not  strike  directly  any  members  of  the  congregation. 

A  point  frequently  neglected  is  the  source  of  air  supply. 
This  should  be,  preferably,  above  the  roof,  in  order  that  the  air 
used  may  be  free  from  dust,  malodors  and  other  contaminating 
elements.  In  city  churches  it  is  desirable  that  air  filters  or, 
better  still,  air  washers  be  used  even  when  the  air  is  taken  from 
above  the  ground  level.  Re-circulation  of  air  is  not  justifiable 
even  in  cold  weather.  Heating  systems  should  be  sufficient  to 
heat  the  building  to  a  comfortable  temperature  on  the  coldest 
days.  All  heating  systems  should  be  automatically  controlled. 

1  “Standards  for  City  Church  Plants” — N.  L.  Englehardt,  E.  S.  Evenden, 
et  al. 


[135] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


FIRE  PROTECTION 

Too  much  care  cannot  be  taken  to  safeguard  the  church 
and  religious  education  plant  from  fire  dangers.  Automatic 
sprinklers  may  well  be  placed  in  the  furnace-room  and  fuel- 
room,  and  at  other  points  of  danger.  Standpipes  should  be  so 
placed  that  no  part  of  the  building  is  more  than  75  feet  distant 
from  the  nearest  hose  outlet.  Fire  extinguishers  should  be 
easily  accessible  on  every  floor  and  in  particular  should  be 
placed  near  furnace-rooms  and  important  stairways.  Any 
building  which  is  more  than  two  stories  in  height  should  be 
provided  with  fire-escapes,  unless  the  building  is  of  fireproof 
construction  with  protected  stairways.  Self-closing  fire-doors 
should  be  installed,  especially  about  heating-plants.  In  a  num¬ 
ber  of  church  and  religious  education  plants  where  older  build¬ 
ings  are  still  being  used,  passageways  and  doors  between  the 
buildings  should  always  be  provided  with  self-closing  fire-doors. 
Many  of  these  provisions  are  required  by  the  laws  of  several 
states  and  can  be  compiled  with  for  very  small  additional  money 
outlay  at  the  time  the  building  is  erected. 

ARTIFICIAL  LIGHTING  SYSTEM 

Both  gas  and  electricity  should  be  provided  in  all  churches, 
the  gas  for  kitchen  purposes  and  for  lights  on  stairways. 
Enough  outlets  for  electricity  should  be  provided  to  give  an 
even  distribution  of  light  throughout  the  various  church  rooms 
and  schoolrooms,  sufficient  light  for  easy  reading,  preferably 
three-foot  candles  or  brighter.  At  the  time  of  building,  pro¬ 
vision  should  be  made  for  the  wiring  needed  for  stereopticons, 
motion-picture  machines,  footlights  for  the  auditorium  and 
other  such  purposes.  Either  the  semi-indirect,  or  the  entirely 
indirect,  system  of  lighting  is  preferable.  In  the  placing  of 
lights,  especially  in  the  auditorium,  care  should  be  taken  to 
keep  them  out  of  the  direct  line  of  vision  of  those  in  the 
audience.  This  applies  to  the  placing  of  lights  for  the  balconies. 
Adequate  switch-control  of  lights,  both  within  the  various 
rooms  and  from  a  central  switch-board  near  the  entrance  of 

[136] 


FUTURE  CHURCH  BUILDING  IN  INDIANA 


the  building  will  not  only  add  to  the  efficiency  of  lighting  but 
to  economy  in  operation. 

WATER  SUPPLY  SYSTEM 

All  churches  should  meet  the  standards  now  prescribed  for 
public  schools  and  provide  automatic  bubbling  fountains,  the 
apparatus  of  which  prevents  a  user  from  touching  mouth  or 
lips  to  the  fountain.  These  fountains  should  be  located  in 
the  corridors  on  each  floor,  particularly  in  the  school  building, 
and  should  never  be  located  in  lavatories  or  toilet  rooms.  Wash 
bowls  should  be  provided  in  all  toilets  and  should  be  adapted 
to  the  heights  of  children.  They  should  also  be  placed  in  the 
kitchens  and  in  the  janitor’s  room.  An  adequate  system  of 
sanitary  towels  and  liquid-soap  dispensers  is  essential.  Hot 
and  cold  water  should  be  provided  in  all  washrooms  and  should 
be  more  than  adequate  to  supply  the  needs  of  shower-baths  if  a 
gymnasium  is  part  of  the  church  equipment. 

TOILET  SYSTEMS 

The  standards  applicable  to  schools,  libraries,  and  similar 
buildings  should  prevail  in  the  toilet  rooms  for  church  build¬ 
ings.  The  majority  of  toilets  should  be  placed  in  the  basement 
or  on  the  ground  floor.  There  should,  however,  be  one  addi¬ 
tional  toilet  for  each  sex  on  each  additional  floor  of  the  build¬ 
ing.  A  special  toilet  and  lavatory  should  be  provided  for 
kindergarten  and  primary  classes.  Toilet  rooms  should  be  as 
convenient  as  possible  to  stairways  and  corridors,  yet  should 
afford  a  maximum  of  seclusion.  They  should  be  properly 
ventilated  and  well  lighted,  preferably  with  a  southern  expos¬ 
ure.  Walls  and  floors  should  be  non-absorbent,  non-corrosive 
and  damp  proof. 


OTHER  SERVICE  SYSTEMS 

Churches  should  be  provided  with  clocks  and  signal  systems, 
especially  in  the  school  building.  The  building  should  be  well 
supplied  with  telephones,  particularly  in  the  pastor’s  study,  the 

rj37] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


church  office  and  the  janitor’s  room.  When  made  necessary  by 
the  size  of  the  plant,  house  inter-communicating  telephones 
should  be  installed  with  a  general  switch-board.  Hearing  de¬ 
vices  for  aged  and  deaf  should  be  provided  at  various  places  in 
the  main  church  auditorium. 


V .  Church  Rooms 

Of  all  the  requirements  itemized  in  the  score-card,  and 
making  up  the  standards  for  a  modern  church  building,  those 
relating  to  church  rooms  are  the  most  adequately  provided  for, 
since  a  church,  no  matter  what  its  program,  needs  a  large  audi¬ 
torium,  a  smaller  assembly  room,  a  room  that  can  be  used  as  a 
parlor  for  the  meeting  of  the  church  board,  a  church  office  and 
a  pastor’s  study.  These  are  sometimes  provided  in  the  resi¬ 
dence  of  the  pastor;  but  the  best  arrangement  seems  to  be  to 
have  them  in  the  main  building,  especially  if  the  church  is  en¬ 
gaged  in  many  forms  of  community  service.  The  smaller 
church  rooms  should  be  arranged  about  the  foyer  and  audi¬ 
torium  so  as  to  be  within  easy  reach  of  the  exits  and  the  main 
auditorium.  Where  possible,  they  should  also  be  arranged  to 
supplement  the  main  auditorium  either  as  additions  to  it  or  as 
ante-rooms  for  various  purposes.  Illustration  X.  shows  an 
arrangement  of  auditorium  and  entrance  hall  giving  easy  access 
to  all  parts  of  the  building,  while  at  the  same  time  providing, 
when  needed,  supplemental  seating  space  for  the  main  audi¬ 
torium. 


CHURCH  AUDITORIUM 

With  the  supplementary  seating  provided  in  other  rooms, 
as  described  above,  the  main  auditorium  should  be  large  enough 
for  the  maximum  audience  needs  of  the  church;  large  enough, 
if  the  church  be  new,  to  care  for  the  growth  of  the  congrega¬ 
tion  for  twenty  years  or  more.  Since  the  auditorium  is  such 
an  essential  part  of  any  church  plant,  it  has  been  given  ioo  of 
the  entire  plant’s  1,000  points.  These  ioo  points  are  distri¬ 
buted  between  the  items  of  size  and  shape,  seating,  illumination, 
walls  and  ceilings,  floor,  balconies,  pulpit  and  platform,  bap- 

[138] 


FUTURE  CHURCH  BUILDING  IN  INDIANA 

tismal  equipment,  communion  equipment,  organ  and  piano, 
choir  gallery,  choir  rooms,  acoustics,  visualization  equipment, 
cloakroom  or  checkroom.  Most  of  the  standards  governing 
these  items  are  met  in  the  recently-built  churches.  Some  of 
the  requirements  most  frequently  neglected  are  in  connection 
with  the  placing  of  windows,  the  arrangement  of  the  choir 
gallery,  and  choir-rooms,  and  with  provisions  for  visualization 
equipment.  The  windows  of  the  auditorium  should  be  ar¬ 
ranged  with  care  to  avoid  cross-lights  wherever  possible. 
Windows  should  not  be  placed  too  near  the  front  of  the  room ; 
nor  back  of  the  pulpit  where  the  audience  would  have  to  look 
directly  into  them.  Windows  in  the  back  of  the  auditorium 
are  also  to  be  avoided  because  they  are  annoying  to  the  pastor 
and  members  of  the  choir.  Very  few  choir  galleries  are  ar¬ 
ranged  to  seat  the  required  number  for  large  choruses.  Stand¬ 
ards  governing  this  particular  point  provide  that  a  choir  gallery 
should  be : 

1.  Large  enough  to  provide  a  seating  capacity  of  from  one- 
eighth  to  one-tenth  of  the  capacity  of  the  auditorium,  i.e. : 

600  capacity —  60-  75  choir  seats ; 

1,000  capacity — 100-125  choir  seats; 

1,500  capacity — 1 50-190  choir  seats. 

2.  It  should  also  accommodate  organ  console  and  grand 
piano. 

3.  It  should  be  arranged  so  that  curtains  will  close  all  but 
the  front  for  solo  or  quartet  work. 

4.  There  should  be  platform  space  enough  to  accommodate 
pageants. 

Another  choir  gallery  feature  too  frequently  neglected  is 
easy  access  for  processionals,  pageants  and  similar  perform¬ 
ances.  Provision  for  this  is  impossible  when  the  choir  gallery 
can  be  entered  only  through  a  low,  narrow  door  or  by  steep, 
narrow  steps.  Choir-rooms  should  be  large  enough  for  re¬ 
hearsals,  and  for  the  storage  of  music,  wardrobes  and  other 
equipment  necessary  for  the  musical  service  of  the  church. 
These  rooms  should  be  attractively  furnished  with  rugs  and 
pictures,  and  should  have  chairs  enough  for  the  entire  choir. 
They  should  also  be  provided  with  toilet  facilities  and  wash- 

[139] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


basins.  Illustration  XII.  and  XIII.  show  the  effect  of  re¬ 
modeling  an  auditorium.  In  one  case  the  pulpit  and  baptistry 
are  placed  in  a  corner  and  the  balcony  at  the  end  and  along  one 
side.  In  the  remodeled  room  the  balcony  is  across  the  back 
and  the  pulpit  and  organ  are  directly  in  front.  The  baptistry 
is  in  the  curtained  aperture  to  the  left  of  the  pulpit.  Illustra¬ 
tion  XIV.  shows  another  church  auditorium  which  meets  most 
of  the  standards  established  for  this  room.  Illustration  XV. 
shows  the  beautiful  organ  of  the  Chapel  of  the  Intercession, 
Trinity  Church,  New  York  City. 

CHAPEL  OR  SMALL  ASSEMBLY  ROOM 

The  small  Chapel  of  the  Intercession,  of  Trinity  Church, 
New  York  City,  is  shown  in  Illustration  XVI.  This  attractive 
room  is  especially  serviceable  for  small  groups.  Such  a  chapel 
should  be  large  enough  for  all  meetings  of  a  distinctly  religious 
nature  with  too  few  in  attendance  to  warrant  the  use  of  the 
large  auditorium,  and  which  would  be  held  in  the  religious 
education  assembly  room.  The  standard  for  this  room  re¬ 
quires  that  it  seat  from  one-fifth  to  one-fourth  as  many  people 
as  the  main  auditorium. 

PARLOR  AND  CHURCH  BOARD-ROOM 

This  room  should  be  large  enough  for  meetings  of  the 
church  board  and  of  the  larger  committees,  and  to  serve  as  the 
church  parlor  if  a  separate  parlor  is  not  provided.  It  should 
be  carpeted,  appropriately  decorated,  and  furnished  with  chairs 
and  a  long  table.  It  should  also  be  equipped  with  smaller 
tables  and  comfortable  and  attractive  furniture.  Illustrations 
XVII.,  XVIII.  and  XIX.  show  good  examples  of  such  rooms. 
Illustration  XVII.  pictures  a  church  board-room,  with  the 
church  office  and  the  pastor’s  study  adjacent  on  one  side  and 
the  church  parlor  and  reception  room,  shown  in  illustration 
XVIII.,  on  the  other  side.  Adjacent  to  the  reception  room 
and  parlor  shown  in  Illustration  XIX.  is  a  small  kitchenette 
provided  with  stove,  sink  and  work-table,  and  with  a  dumb- 
waiter  communicating  with  the  kitchen  below,  making  for 

[ho] 


FUTURE  CHURCH  BUILDING  IN  INDIANA 


convenience  in  serving  light  refreshments  to  groups  meeting  in 
this  room  in  the  afternoon  or  evening. 

pastor’s  study 

The  pastor’s  study  should  be  light,  well  ventilated  and  well 
heated.  It  should  be  equipped  with  a  desk,  filing  cabinets, 
bookcases,  chairs  and  small  conference  table.  It  should  be 
comfortable  and  attractive  and,  in  addition,  a  convenient  work¬ 
room.  It  ought  to  be  adjacent  to  the  church  office  and  be 
provided  with,  or  adjacent  to,  a  lavatory  and  toilet.  Illustra¬ 
tion  XX.  shows  a  corner  of  such  a  pastor's  study  in  the  Third 
Presbyterian  Church  of  Rochester,  New  York. 

CHURCH  OFFICE 

This  room  should  accommodate  the  church  secretary  and 
be  equipped  with  a  desk,  several  filing  cases,  card  indexes  of 
members,  and  other  office  equipment  to  enable  the  church  to 
transact  its  official  business  accurately  and  promptly.  Illus¬ 
tration  XXI.  presents  a  good  example  of  such  a  room.  In 
the  part  of  the  room  not  shown,  and  in  the  workroom  on  the 
floor  above,  are  the  addressograph,  mimeograph  and  other 
equipment  for  efficiently  doing  the  work  of  this  office. 

CHURCH  VAULT 

Very  few  of  the  churches  studied  in  any  of  the  cities  made 
provision  for  the  safe  preservation  of  church  records  and  other 
valuable  documents  connected  with  the  church’s  history.  A 
vault  ought  to  be  provided  large  enough  to  store  these  accu¬ 
mulated  records  and  conveniently  near  the  church  office.  It 
should  be  so  constructed  as  to  be  damp-proof  and  fireproof. 

VI.  Religious  Education  Rooms 

The  items  making  up  the  standards  for  religious  education 
rooms,  and  those  for  community  and  social  service  rooms,  are 
the  ones  most  neglected  in  Indiana  Church  plants.  Tables  I., 

[HU 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 

II.  and  III.  show  this.  As  a  result  of  the  recent  investigations 
in  the  field  of  religious  education,  it  is  becoming  more  and 
more  evident  that  there  should  be  a  more  complete  separation 
of  the  classes;  and  also  that  the  courses  of  study  ought  to  be 
graded  and  each  school  organized  into  separate  departments. 
If  the  particular  needs  of  any  age-group  of  children,  in  matters 
of  religious  education,  are  to  be  met  by  this  kind  of  organiza¬ 
tion,  material  changes  will  have  to  be  made  in  a  large  majority 
of  the  church  plants  of  Indiana.  It  is  impossible  to  conduct  a 
departmentalized  religious  school  adequately  when  many  of  the 
classes  have  to  meet  in  the  main  church  auditorium  and  where 
there  can  be  no  real  isolation.  Even  in  those  schools  in  which 
curtain-partitions  are  used,  the  noises  are  disturbing.  Often, 
even  when  the  church  plant  is  fairly  modern  and  satisfactory, 
as  far  as  the  church  rooms  are  concerned,  an  additional  build¬ 
ing,  given  over  entirely  to  religious  education  schoolrooms  and 
rooms  for  community  service,  may  best  provide  for  the  needs 
of  a  departmentalized  religious  school.  The  First  Baptist 
Church  of  Malden,  Massachusetts;  the  Methodist  Episcopal 
Church  of  Frankfort,  Indiana;  the  Lake  Avenue  Baptist 
Church  of  Rochester,  and  many  others  found  this  to  be  true. 
The  separate  religious  education  building  of  the  Malden 
Church  is  pictured  in  Illustration  XXII. 

SCHOOL  ASSEMBLY  ROOMS 

Adequate  standards  call  for  assembly  rooms  for  the  several 
school  departments.  Two  or  three  of  these  could  be  used  for 
the  larger  departments.  Some  of  the  smaller  departments 
may  have  classrooms  so  arranged  that  partitions  that  slide  or 
lift  will  convert  two  such  rooms  into  an  assembly  room.  The 
largest  religious  education  assembly  room  ought  to  be  suitable 
for  entertainments  not  ordinarily  given  in  the  church  audi¬ 
torium.  It  should  have  a  stage  well  equipped  for  plays, 
pageants,  musical  entertainments  and  the  like.  What  such  a 
room  needs  to  be  up  to  standard  has  been  carefully  worked 
out.1  Illustration  XXIII.  shows  the  school  assembly  room  of 

1  “Standards  for  City  Church  Plants.” 

[142] 


Illustration  XVII:  the  church  board  room  of  the  lake  avenue  memorial 

BAPTIST  CHURCH,  ROCHESTp]R,  N.  Y. 

This  attractive  room  is  open  at  one  end  and  faces  the  corridor  and  foyer  shown  in  Illus¬ 
tration  X.  The  pastor’s  study  and  church  office  are  adjacent  to  this  room  on  one  side 
and  the  church  reception  room  shown  in  Illustration  XVIII  on  the  other. 


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Illustration  XX:  a 

CORNER  OF  THE  WELL- 
EQUIPPED  pastor’s  STUDY 
IN  THE  THIRD  PRESBYTERIAN 
CHURCH,  ROCHESTER,  N.  Y. 


Illustration  XXI:  section  of  the  church  office  of  the  lake  avenue 

MEMORIAL  BAPTIST  CHURCH,  ROCHESTER,  N.  Y. 

This  room  is  adjacent  to  the  pastor’s  study  and  contains  adequate  office  facilities  and 
filing  devices  for  the  efficient  management  of  the  business  of  a  large  congregation. 


FUTURE  CHURCH  BUILDING  IN  INDIANA 


the  Fourth  Presbyterian  Church  of  Chicago,  Illinois.  Parti¬ 
tions  in  the  balcony,  and  heavy  draperies,  under  the  balcony, 
provide  reasonably  adequate  isolation  for  separate  classes. 

This  room  should  certainly  be  provided  with  a  fireproof 
moving-picture  booth  and  a  permanent  screen.  It  may,  in 
many  cases,  be  combined  with  a  social  room ;  and,  in  the  smaller 
plants,  with  a  dining-room.  Where  it  is,  movable  chairs  are 
necessary. 


CLASSROOMS 

Classrooms,  to  supplement  the  use  of  departmental  assem¬ 
bly  rooms,  should  be  provided  in  sufficient  number  to  make  it 
unnecessary  for  any  class  to  have  more  than  30  members,  ex¬ 
cept  in  the  adult  divisions.  A  separate  classroom  ought  to  be 
provided  for  each  class  of  the  junior  department  and  the 
higher  departments ;  also  for  each  cradle  roll  and  teacher¬ 
training  class,  as  each  will  have  its  own  particular  needs. 
Sliding  doors  used  to  divide  large  rooms  into  classrooms  should 
be  substantial  and  well  fitted  to  prevent  one  class  being  dis¬ 
turbed  by  another.  Working  conditions  for  classes  in  church 
schools  should  be  as  favorable  as  in  any  school.  Classrooms 
should  provide  for  at  least  15  square  feet  of  floor  space  and 
200  cubic  feet  of  air  space  per  child.  A  room  22  feet  wide, 
28  feet  long  and  12  feet  high,  will  adequately  provide  for  30 
pupils ;  and  a  room  of  this  shape  will  be  found  best  as  a  class¬ 
room.  Illustration  XXIV.  shows  a  combination  of  separate 
classrooms  and  a  departmental  assembly  room  where  space  for 
individual  rooms  was  not  available. 

CLASSROOM  EQUIPMENT 

Classrooms  in  religious  schools  ought  to  be  provided  with 
standard  seats  and  desks.  In  the  beginners’  and  primary  de¬ 
partments,  tables  and  chairs  of  different  sizes  are  desirable. 
Movable  and  adjustable  individual  seats  make  rooms  more 
serviceable  for  classes  of  older  children.  Classrooms  should 
be  well  lighted,  with  the  light  coming  from  the  left  of  the 
pupils.  Windows  ought  never  to  be  in  the  front  of  a  class- 

[143] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


room,  as  they  are  in  many  of  the  church  plants  studied  in 
Indiana.  Rooms  used  for  religious  education  ought  to  be  as 
well  supplied  with  blackboards,  bulletin  boards,  picture-rails, 
bookcases,  storage-closets,  maps,  globes  and  the  like  as  are 
public  school  rooms. 

Illustration  XXV.  shows  a  kindergarten  room  that  is  light, 
roomy,  attractive  and  well  equipped.  Illustration  XXVI. 
shows  the  primary  room  in  the  same  church  plant,  the  Lake 
Avenue  Baptist  Church  of  Rochester,  N.  Y.  Some  of  the 
commendable  features  of  this  room  are  the  standard,  correct- 
posture  primary  chairs,  the  tables  around  which  classes  are 
grouped,  the  attractive  carpets,  the  large  number  of  blackboards 
arranged  on  the  lifting  doors  of  the  wardrobes  and  coat-racks. 
This  room  is  well  equipped  with  pictures  and  musical  instru¬ 
ments,  and  can  be  divided  by  partitions  into  smaller  rooms. 
The  Fourth  Presbyterian  Church  of  Chicago  affords  instruc¬ 
tion  in  special  classes  for  the  people  of  the  community,  and 
provides  the  necessary  classrooms.  Foreigners  may  study 
English  and  sometimes  special  foreign-language  classes  are 
organized.  A  well-equipped  room  for  classes  in  sewing  and 
millinery  is  used  by  the  women  and  girls  of  the  neighborhood. 
Special  instruction  is  also  given  in  nursing  and  in  the  care  of 
children ;  and  there  is  a  well-equipped  domestic  science  labora¬ 
tory  for  classes  in  cooking,  in  the  feeding  of  invalids  and 
children,  and  similar  courses.  The  domestic  science  labora¬ 
tory  is  shown  in  Illustration  XXVII. 

CHURCH  SCHOOL  SUPERINTENDENT’S  OFFICE 

In  the  well-equipped  church  school  that  is  functioning  effi¬ 
ciently,  there  is  a  great  deal  more  administrative  work  than  in 
the  old-style  school  in  which  each  teacher  is  entirely  respon¬ 
sible  for  the  work  of  his  own  class.  This  makes  it  necessary 
that  the  superintendent  be  provided  with  an  adequate  office, 
preferably  on  the  first  floor  near  the  main  school  entrance. 
To  be  adequate,  the  office  should  have  a  reception  room  and 
secretary’s  office,  and  another  room  in  which  material  can  be 
prepared  and  work  carried  on  free  from  interruption.  Ulus- 

[144] 


FUTURE  CHURCH  BUILDING  IN  INDIANA 


tration  XXVIII.  shows  such  an  arrangement  of  a  superintend¬ 
ent’s  office. 


VII.  C ommunity  Service  Rooms 

Of  the  main  items  on  the  score-card,  this  was  the  one  in 
which  the  Indiana  churches  received  scores  that  were  lowest  as 
compared  with  the  total  possible  score.  This  is  accounted  for 
by  the  fact  that  few  of  the  churches  have  entered  upon  a  pro¬ 
gram  of  community  service  and  by  the  fact  that  most  of  the 
buildings  were  erected  before  such  a  program  was  regarded  as 
desirable  for  a  church.  Now  that  more  congregations  are 
planning  community  and  recreational  activities,  the  physical 
limitation  of  the  existing  plants  are  becoming  more  noticeable. 
In  some  cases  buildings  may  be  remodeled  to  meet  the  new 
needs ;  in  other  cases  it  will  be  necessary  to  erect  new  buildings 
such  as  the  one  shown  in  Illustration  XXII.,  and  the  Com¬ 
munity  Building  for  the  Pilgrim  Congregational  Church  of 
Lakewood,  Ohio. 


ROOMS  FOR  GENERAL  USE 

Suppers  and  receptions  were  among  the  first  activities  in  the 
way  of  community  service  undertaken  by  churches.  These 
called  for  large  rooms  which  could  be  provided  with  temporary 
tables  and  for  a  certain  amount  of  kitchen  equipment.  In  a 
modern  church  plant,  the  room  used  as  recreation  room  and 
dining-room  should  be  large  enough  to  seat  at  table  at  least 
half  the  people  served  by  the  community  church.  It  ought  to 
be  equipped  with  take-down  tables,  folding-chairs,  a  tempor¬ 
ary  platform  and  a  piano.  The  room  should  be  free  from 
supporting  columns  and  should  provide  space  for  the  younger 
people  for  dancing,  where  dancing  is  encouraged,  and  for  other 
social  activities.  An  exceedingly  attractive  dining-room  is 
shown  in  Illustration  XXIX.  A  splendid  church  kitchen,  the 
large,  conveniently  arranged  serving  pantry  pictured  in  Illus¬ 
tration  XXX.,  and  the  men’s  clubroom  shown  in  Illustration 
XXXIX.,  help  to  make  the  dining  and  reception  room  a  val- 

[145] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


liable  asset  of  the  Third  Presbyterian  Church  of  Rochester, 
New  York,  in  the  church’s  community  work. 

KITCHEN 

Adequate  provision  should  be  made  for  the  church  kitchen. 
Two  splendidly  equipped  kitchens  are  shown  in  illustration 
XXXI.  and  XXXII.  One  is  the  First  Baptist  Church  in 
Malden,  Mass.,  the  other  in  the  Lake  Avenue  Memorial  Baptist 
Church  of  Rochester,  N.  Y.  Where  every  modern  conveni¬ 
ence  is  provided  and  the  room  is  light  and  attractive,  there  is 
much  more  incentive  for  cooperative  community  endeavor  than 
where,  in  some  dark  hole,  there  is  only  a  gas  range  and  a 
storage  closet  for  dishes.  The  church  kitchen,  if  it  is  to  invite 
efficient,  willing  service,  must  be  as  clean  and  cheerful  as  the 
kitchens  in  the  homes  of  the  women  who  are  to  use  it.  Where 
dish-trucks,  warming-ovens,  electricity  operated  potato- 
mashers,  cream-whippers,  and  other  devices  are  provided, 
meals  for  large  numbers  can  be  prepared  and  served  so  ex¬ 
peditiously  and  with  such  general  satisfaction  as  amply  to 
justify  the  investment  for  the  room. 

LIBRARY  AND  READING  ROOM 

Unless  a  public  library  is  located  so  conveniently  to  the 
church  that  a  library  within  the  church  would  be  an  unneces¬ 
sary  duplication,  the  modern  community  church  can  well  afford 
to  have  a  library  and  reading-room  for  the  benefit  of  its  mem¬ 
bers  and  the  people  of  the  immediate  neighborhood.  Illustra¬ 
tion  XXXIII.  shows  the  library  of  the  Third  Christian  Church 
of  Indianapolis.  This  comfortable  lounging-room  for  young 
men  is  known  as  “The  American  Legion  Room,”  because  it  is 
the  clubroom  of  the  chapter  of  that  organization.  It  has  a 
good  supply  of  books  and  magazines,  comfortable  chairs,  a 
phonograph,  and  a  fireplace.  The  room  was  made  by  the  use 
of  screens  at  the  end  of  a  large  room.  Nevertheless,  it  shows 
a  noteworthy  attempt  to  supply  an  evident  need  for  such  a 
room.  The  library  and  reading-room  of  the  Presbyterian 
Brick  Church  Institute,  Rochester,  New  York,  is  shown  in 

D46] 


FUTURE  CHURCH  BUILDING  IN  INDIANA 


Illustration  XXXIV.  This  suite  of  two  extremely  attractive 
rooms,  well  furnished  with  comfortable,  leather-upholstered 
chairs,  is  an  example  of  the  best  equipment  for  this  type  of 
service.  Every  day  and  evening  of  the  week  this  room  meets 
the  real  need  of  a  number  of  young  men. 

ROOMS  FOR  SOCIAL  SERVICE 

Rooms  for  social  service  should  include  women’s  social- 
rooms,  mothers’  rooms,  clubrooms  for  girls,  men’s  clubrooms, 
boys’  clubrooms,  nurses’  rooms  and  restrooms,  a  day-nursery, 
a  civic  center  room  and  a  social  worker’s  office.  A  church  that 
has  provided  these  is  well  equipped  for  community  service. 
Often  the  room  in  which  the  women’s  Sunday  school  class 
meets  is  used  also  as  the  social-room,  the  mothers’  room,  and 
for  other  purposes.  An  additional  room  should  be  provided 
for  women’s  small  clubs  and  other  organizations,  both  social 
and  religious,  and  should  be  equipped  with  tables,  chairs  and 
couches,  and  made  an  attractive  meeting  place.  It  should  ad¬ 
join  the  day-nursery,  so  that  mothers  with  little  children  may 
enjoy  the  social  activities  of  the  church  while  their  children 
are  under  the  care  of  a  trained  nurse  or  one  of  the  mothers  in 
the  next  room.  For  young  married  women  and  for  older 
girls,  there  should  be  social-club  rooms,  equipped  with  chairs, 
tables,  magazines,  writing  facilities,  and  whatever  else  may  be 
needed  to  make  them  feel  at  home.  Such  rooms  are  especially 
well  provided  for  in  the  Congregational  Church  of  Lakewood, 
Ohio;  in  the  Third  Presbyterian  Church  of  Rochester,  New 
York;  and  the  Fourth  Presbyterian  Church  of  Chicago.  Three 
such  rooms  are  shown  in  Illustrations  XXXV.,  XXXVI., 
XXXVII.  and  XXXVIII. 

Men’s  clubrooms  should  not  only  be  accessible  from  the 
street  but  if  possible,  should  be  so  placed  as  to  be  seen  from  the 
street.  They  should  have  comfortable  chairs,  tables,  news¬ 
papers,  magazines  and  chess-tables,  and  otherwise  provide  for 
social  and  recreational  needs.  The  two  rooms  of  the  Presby¬ 
terian  Brick  Church  Institute,  Rochester,  N.  Y.,  shown  in 
illustration  XXXIV.,  adjoin  a  room  equipped  with  well-kept 

[147] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


billiard  and  pool  tables,  while  beyond  this  is  a  room  in  which 
moving-pictures  can  be  shown  during  the  winter  season  and 
which  can  also  be  used  for  dancing.  Illustration  XXXIX. 
pictures  the  extremely  attractive  room  for  the  Men’s  Guild  of 
the  Third  Presbyterian  Church  of  Rochester.  It  is  on  the 
street  side  and  opens  into  the  Church  dining-room,  so  that  it  is 
a  convenient  and  pleasant  gathering  place  when  dinners  are 
served.  Illustrations  XL.  and  XLI.  show  the  men’s  clubroom 
and  reading-room  of  the  Fourth  Presbyterian  Church  of 
Chicago,  which  has  accommodations  for  boys  and  younger 
men. 


boys’  club  rooms 

Too  frequently,  boys  are  under  the  necessity  of  moving  the 
furniture  in  some  room  in  order  to  use  the  room  for  a  meeting 
of  Boy  Scout  troops,  or  some  other  club  of  boys.  These 
young  church  members  ought  by  all  means  to  enjoy  their  church 
activities  and  be  made  to  feel  that  they  have  a  settled  home  in 
the  church.  They  ought  to  have  a  room  in  which  their  equip¬ 
ment,  banner,  trophies  and  the  other  accoutrements  of  a  boys’ 
club  could  be  kept  on  permanent  display.  This  as  a  rallying 
point  makes  possible  a  more  general  and  more  systematic  use 
of  the  other  facilities  provided  by  the  church,  such  as  play¬ 
rooms,  gymnasiums  and  the  like. 

nurse’s  room 

A  room  for  a  visiting  nurse,  when  such  a  form  of  com¬ 
munity  service  is  provided,  may  also  serve  as  a  quiet  restroom 
whenever  the  nurse  is  not  using  it.  This  room  should  be 
equipped  with  first-aid  material,  chairs,  a  reclining-couch,  a 
washstand  with  hot  and  cold  water,  and  a  separate  toilet.  It 
should  also  have  the  special  equipment  required  in  the  par¬ 
ticular  kind  of  service  rendered  by  the  visiting  nurse,  in  which 
case,  a  visiting  nurse’s  association  may  gladly  establish  a  regu¬ 
lar  schedule  of  community  aid,  not  only  for  the  congregation 
but  for  the  people  generally  of  that  part  of  the  city  in  which  the 
church  is  located. 

[i4b] 


FUTURE  CHURCH  BUILDING  IN  INDIANA 


SOCIAL  WORKER’S  OFFICE 

This  room  should  be  equipped  with  desk,  table,  chairs  for 
conference  and  small-group  meetings,  and  with  filing  cases  for 
records  of  visits  to  cases  under  observation  and  records  of 
follow-up  work.  If  a  paid,  full-time  social  worker  is  employed 
by  a  church,  such  an  office,  fully  equipped,  is  almost  essential 
to  the  proper  fulfillment  of  the  social  worker’s  duties. 

ROOMS  FOR  RECREATION  AND  ATHLETICS 

In  some  places,  the  need  for  recreation  and  athletics,  in  the 
proper  environment  and  under  the  right  kind  of  supervision,  is 
met  by  a  community-supported  Y.  M.  C.  A.  or  Y.  W.  C.  A. 
building.  Often,  in  communities  too  large  to  be  served  ade¬ 
quately  by  one  such  building,  church  organizations  pro¬ 
vide  buildings  of  their  own.  A  gymnasium,  with  its 
necessary  locker-rooms  and  shower-baths,  will  care  for  a 
large  number  of  groups  during  the  week.  It  encourages 
the  formation  of  church-teams  and  class-teams,  and  helps 
materially  in  bringing  about  among  those  using  the 
equipment  a  solidarity  which  may  easily  be  carried  on  into  the 
other  activities  of  the  church.  A  number  of  churches  also  use 
the  gymnasiums  on  occasion  as  dining-rooms.  Excellent  pro¬ 
vision  for  this  has  been  made  by  the  Lake  Avenue  Baptist 
Church,  as  shown  in  Illustration  XLII. ;  by  the  Frankfort 
Methodist  Episcopal  Church;  in  the  gymnasium  of  the  Leonia 
Methodist  Church,  Illustration  XLIII. ;  and  by  the  Blooming¬ 
ton,  Ind.,  Christian  Church.  A  separate  gymnasium,  small 
but  perfectly  equipped,  for  the  Fourth  Presbyterian  Church, 
Chicago,  Ill.,  is  shown  in  Illustration  XLIV.  This  gymnasium 
is  provided  with  all  the  equipment  necessary  for  making  and 
keeping  detailed  health-records  of  the  members  of  the  congre¬ 
gation  using  it. 

To  be  of  maximum  service  a  gymnasium  must,  of  course,  be 
provided  with  lockers.  There  should  be  separate  lockers  for 
each  sex,  a  minimum  of  large  dressing-lockers  and  a  maximum 
of  small  storage  lockers.  Shower-baths  also  should  be  pro- 

[149] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


vided,  adjacent  to  the  dressing-rooms.  There  should  be 
enough  of  these  to  accommodate  all  who  use  the  gymnasium. 

SWIMMING  POOL 

Some  churches  have  swimming  pools  as  part  of  their 
equipment  for  recreation  and  athletics.  This  is  very  desirable 
if  no  other  pool  is  conveniently  near  in  a  Y.M.C.A.  or 
other  club  building.  It  should  not  be  put  in,  however,  unless 
the  church  is  willing  to  keep  it  in  perfect  condition,  provide 
for  its  sanitary  maintenance,  care  for  the  drying  of  bathing- 
suits,  and  provide  hair-drying  conveniences.  It  also  calls  for 
constant  supervision  by  a  swimming  teacher  or  guard  attendant 
while  the  pool  is  in  use.  Because  of  the  temperature  main¬ 
tained  in  the  room  containing  the  pool,  the  attendant  should 
have  a  separate  room  at  one  side  with  a  wide  window,  through 
which  he  can  easily  see  all  parts  of  the  pool. 

BOWLING  ALLEY 

Another  popular  community  recreation  is  provided  by  the 
bowling  alley.  Hardly  any  other  equipment  lends  itself  to  the 
rousing  of  team  and  tournament  enthusiasm  as  does  bowling. 
It  also  tends  to  center  community  interest  in  the  church  activi¬ 
ties,  particularly  where  intersectional  and  interchurch  contests 
bring  visiting  teams  and  their  adherents  to  the  bowling  alleys. 
But  the  alleys  must  be  properly  constructed  and  be  kept  in 
perfect  condition:  In  fact,  all  recreational  equipment  for  a 
church  must  be.  The  enjoyment  of  basket  ball,  indoor  base¬ 
ball,  bowling,  swimming  and  the  like  should  not  be  lessened  or 
marred  by  inferior  and  run-down  equipment.  If  a  church  is 
to  claim  its  share  of  the  time  of  its  young  members  increasingly 
devoted  to  recreation,  if  it  is  to  provide  them  with  wholesome 
recreation  under  ideal  conditions,  it  must  engage  more  fully 
than  it  has  engaged  in  the  past  in  the  activities  for  which  com¬ 
munity  service  rooms  must  be  provided.  It  must  provide  ade¬ 
quate  equipment  and  keep  that  equipment  in  first  class 
condition,  if  its  young  members  are  not  to  be  drawn  away  by 
better  equipped,  better  kept  commercial  amusement  places. 

[150] 


Illustration  XXII:  the  religious  education  building  of  the  first  baptist 

CHURCH,  MALDEN,  MASS. 


The  building  houses  a  number  of  religious  schoolrooms,  the  school  auditorium,  moving- 
picture  machines  and  rooms  for  other  community  activities.  This  is  one  way  of  supple¬ 
menting  a  church  plant  where  the  auditorium  and  other  religious  rooms  are  adequate. 
This  building  also  houses  the  community  School  of  Religious  Education  and  the  high 
school  department  of  the  Malden  system  of  week-day  religious  schools. 


Illustration  XXIII :  the  religious  school  assembly  room  for  the  fourth 

PRESBYTERIAN  CHURCH,  CHICAGO,  ILL. 

The  room  is  so  arranged  that  the  balcony  and  the  main  room  under  it  are  separated 
into  a  number  of  smaller  classrooms  by  lifting  doors  and  by  heavy  draperies  reaching 
from  the  ceiling  to  the  floor.  Numerous  other  classrooms  are  provided  for  special  class 
sessions.  This  room  is  equipped  with  a  platform  on  wheels,  with  moving-picture  appa¬ 
ratus  and  a  pipe  organ  is  to  be  installed. 


Illustration  XXIV :  the  junior  department  of  the  lake  avenue  memorial 

BAPTIST  CHURCH,  ROCHESTER,  N.  Y. 

This  room  is  so  provided  with  sliding  and  folding  doors  that  it  can  be  used  for  depart¬ 
mental  assemblies  and  then  separated  into  ten  or  more  separate  classes.  The  use  of 
individual  desk  chairs,  with  adjustable  tablet  arms,  makes  possible  regular  class  work 
in  religious  education.  Where  space  is  limited,  a  room  of  this  kind  is  a  desirable 
substitute,  though  still  a  substitute,  for  separate  classrooms. 


Illustration  XXV:  one 

CORNER  OF  THE  KINDERGAR¬ 
TEN  ROOM  OF  THE  LAKE 
AVENUE  MEMORIAL  BAPTIST 
CHURCH,  ROCHESTER,  N.  Y. 

The  room  is  equipped 
with  modern  correct- 
posture  kindergarten 
chairs,  with  low-hung 
pictures  and  with  other 
kindergarten  features. 
It  also  has  a  separate 
lavatory  and  toilet  for 
the  kindergarten  and 
primary  departments. 


Illustration  XXVI:  the  primary  room  of  the  lake  avenue  memorial  baptist 

CHURCH,  ROCHESTER,  N.  Y. 

Showing  the  splendid  equipment  of  primary  chairs  and  tables  and  the  wardrobe 
cupboards  for  individual  classes  arranged  with  lifting  blackboards  so  that  a  maximum 
of  blackboard  space  is  provided.  The  room  is  equipped  with  piano  and  with  sliding 
doors  which  divide  it  into  two  classrooms. 


Illustration  XXVII :  the  domestic  science  laboratory  of  the  fourth 

PRESBYTERIAN  CHURCH,  CHICAGO,  ILL. 

One  of  the  special  instruction  rooms  where  courses  are  given  in  domestic  science, 
feeding  of  invalids,  children,  and  similar  courses. 


Illustration  XXVIII:  the  outer  office  of  the  superintendent  of  the 

RELIGIOUS  SCHOOL  OF  THE  LAKE  AVENUE  MEMORIAL  BAPTIST  CHURCH, 

ROCHESTER,  N.  Y. 

Beyond  the  outer  office  can  be  seen  the  workroom  for  preparing  instructional  material. 
This  is  equipped  with  the  mimeograph  and  other  office  conveniences.  The  private  office 
of  the  superintendent  is  also  shown. 


FUTURE  CHURCH  BUILDING  IN  INDIANA 


V  III .  Summary 

Study  of  what  the  churches  described  in  this  chapter  are 
actually  providing  in  the  way  of  buildings  and  equipment  to 
carry  on  enlarged  programs  of  community  service,  leaves  little 
doubt  that  in  the  future  church  buildings  will  generally  afford 
facilities  for  more  kinds  of  activities  than  they  do  now.  It  is 
also  evident  that  the  standards  set  up  in  “Standards  for  a 
City  Church  Plant”  are  not  only  attainable  but  represent  the 
actual  accomplishment  of  many  of  the  more  modern  churches. 

The  churches  described  in  this  chapter  represent  only  the 
few  of  the  better  churches  of  the  country  that  were  visited  by 
the  Church  Building  Committee  while  on  its  way  to  Indiana  to 
study  the  Church  and  Religious  Education  Plants  of  the  state. 
These  were  used  in  this  study  to  induce  boards  that  are  to  build 
churches  in  the  near  future  to. do  for  their  congregations  what 
has  been  shown  by  the  experience  of  other  congregations  and 
other  churches  to  be  possible  and  desirable.  The  building  of 
church  and  religious  education  plants  which  will  conform  to 
the  recognized  standards  from  the  very  start,  and  which  will 
further  and  not  interfere  with  the  work  of  the  churches  using 
them,  ought  by  all  means  to  be  encouraged.  The  detailed  illus¬ 
trations  of  churches  in  this  study  are  given  for  their  suggestive 
value  to  those  interested  in  or  contemplating  the  erection  of 
church  buildings.  What  they  picture  may  not  be  in  every  case 
ideal,  but  they  do  show  features  far  superior  to  those  found  in 
the  average  church;  and  therefore  their  study  cannot  but  be 
worth  while. 

The  church  board  that  is  facing  the  problem  of  rebuilding 
or  remodeling  its  church  plant,  ought  first  of  all  to  know  that 
detailed  standards  for  all  the  items  involved  in  a  complete 
church  and  religious  education  plant  have  been  prepared. 
These  standards  ought  then  to  be  carefully  studied  in  the  light 
of  the  local  needs  and  the  contemplated  program  of  the  church; 
after  which  a  list  should  be  made  of  all  the  special  features  to 
be  incorporated  in  the  new  building.  This  list  should  include 
(specially  designated)  all  the  forms  of  activities  which  it  is  at 

[i5i] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


all  likely  the  church  may  wish  to  include  in  its  program  in  the 
future.  With  this  information  before  them,  church  architects 
can  plan  comprehensively.  After  the  plans  and  specifications 
have  been  submitted  to  the  church  board,  they  can  be  checked 
by  reference,  item  for  item,  to  the  standards.  This  checking 
will  prevent  the  omission  of  necessary  items  or  auxiliaries  and 
will  insure  that  the  rooms  as  planned  conform  to  the  standards 
as  to  size,  arrangement,  equipment,  and  the  like. 

Most  of  the  churches  of  Indiana  ought  to  be  concerned  with 
building  problems  within  the  next  ten  or  fifteen  years.  To 
avoid  repeating  the  mistakes  of  the  past,  members  of  boards 
responsible  for  building  operations  would  do  well  to  study  the 
accepted  standards  for  church  buildings  and  the  church  and 
religious  education  plants  of  some  of  the  more  progressive, 
far-seeing  churches,  such  as  those  described  in  this  chapter. 


[152] 


PART  THREE:  ORGANIZATION  AND 
ADMINISTRATION  OF  RELIGIOUS 
EDUCATION  IN  THE  LOCAL 
CHURCH 

BY 

WALTER  S.  ATHEARN 


OUTLINE 


CHAPTER  V:  GOVERNING  BOARDS  AND  OFFICIALS,  TIME 
SCHEDULES  AND  SCHOOL  RELATIONSHIPS 


II. 

III. 

IV. 


V. 


Appointment 

(a)  The  Church  Committee  on  Religious  Education 
The  Director  of  Religious  Education 
The  Church  School  Cabinet 
The  Superintendent 
The  Secretary 
The  Treasurer 
The  Supervisors 
The  Teachers 
The  School  Council 
Officials  of  Young  People’s  Societie 
Leaders  of  Junior  Societies 
Officials  in  Non-Church  Societies 
Powers  and  Duties 
Frequency  and  Content  of  Reports 
Time  Schedules  and  School  Relationships 

(a)  Time  of  Sunday  School  Sessions 

(b)  Recognition  of  Children  at  Regular  Church  Services 

(c)  Forms  of  Cooperation  with  Other  Churches 

(d)  Types  of  Community  Service 

(e)  Cooperation  with  Non-Church  Organizations 
Summary 


(b) 

(c) 


(d) 


(e) 

(f) 

(g) 

00 

(i) 

(j) 


CHAPTER  VI:  ORGANIZATION  OF  SUNDAY  SCHOOLS 

I.  Size  of  Schools 

II.  Forms  of  Organization 

(a)  Present  Status  of  Sunday  School  Organization 

(b)  A  “Four-Plan”  Organization  Scheme 

(c)  Departmental  Organization 

(d)  The  Organized  Class 

III.  Summary. 


[153] 


CHAPTER  VII:  DEVOTIONAL  AND  MISSIONARY  ORGANIZA¬ 
TIONS  FOR  CHILDREN  AND  YOUTH  IN  THE  LOCAL  CHURCH 

I.  The  “Four-Fold”  Development  of  Children  and  Youth 

II.  The  “Four-Fold”  Division  of  Labor  in  Religious  Training 

(a)  Organizations  of  the  Methodist  Episcopal  Church 

(b)  Organizations  of  the  Presbyterian  Church  in  U.  S.  A. 

(c)  Organizations  of  the  Baptist  Church  (Northern  Conven¬ 
tion) 

III.  The  Distribution  of  Societies  for  Children  and  Youth  in  Indiana 
Churches 

IV.  The  Classification  of  Societies 

(a)  The  Devotional  Group 

(b)  The  Missionary  Group 

V.  Membership  in  Societies 

(a)  Age-Sex  Distribution 

(1)  The  wide  age-range 

(2)  The  large  percentage  of  mature  members 

(3)  The  relatively  large  percentage  of  male  member¬ 
ship 

(b)  Enrollment  and  Average  Attendance 

VI.  The  Basis  of  Promotion 

VII.  Study  Courses  Offered 

VIII.  Leadership 

IX.  Summary 

CHAPTER  VIII:  NON-CHURCH  ORGANIZATIONS  —  THE  BOY 
SCOUTS  OF  AMERICA 

I.  Scope  of  Boy  Scout  Inquiry 

II.  Age,  School  Grade  and  Scout  Rank 

III.  Persistence  of  Boy  Scout  Membership 

IV.  Boy  Scout  Relationships 

V.  The  Scoutmaster 

VI.  Summary 

CHAPTER  IX:  CHURCH  SCHOOL  FINANCE 

I.  The  Cost  of  Education 

II.  The  Cost  of  Religious  Education  in  the  Local  Churches  of  Indiana 

(a)  General  Expense  Budget 

(b)  Expenditures  for  the  Support  of  Local  Schools 

( 1 )  For  services  of  teachers 

(2)  For  services  of  supervisors,  musicians,  etc. 

(3)  For  textbooks,  lesson-helps  and  supplies  used  in 
teaching 

(c)  Expenditures  for  the  Support  of  Other  Religious  Work 

(d)  Sources  of  Income  of  Local  Church  Schools 

(e)  Relation  of  the  Budget  for  Religious  Education  to  the 
Total  Church  Budget 

III.  Some  Unsolved  Problems 

(a)  What  Should  Religious  Education  Cost? 

(b)  The  Cost  of  Instruction  and  Supervision 

(c)  Textbooks  and  Teaching  Supplies 

(d)  Building  and  Maintenance 

(e)  A  Uniform  System  of  Church  and  Religious  Education 
Accounting 

(f)  Other  Problems 

IV.  Conclusions 

[154] 


PART  THREE:  ORGANIZATION  AND 
ADMINISTRATION  OF  RELIGIOUS 
EDUCATION  IN  THE  LOCAL 
CHURCH 

Chapter  V 

GOVERNING  BOARDS  AND  OFFICIALS.  TIME 
SCHEDULES  AND  SCHOOL  RELATIONSHIPS 


I.  Appointment 

What  are  the  various  offices  and  official  governing  bodies 
connected  with  the  educational  work  of  the  local  churches  in 
Indiana?  By  whom  and  how  are  the  officers  and  governing 
boards  chosen?  This  section  will  undertake  to  set  forth  the 
common  practice  in  chosing  the  various  officers  and  will  then 
briefly  analyze  the  tendencies  revealed  by  the  data  at  hand. 


THE  CHURCH  COMMITTEE  ON  RELIGIOUS  EDUCATION 

Thirty-two  churches  report  a  committee  on  religious  educa¬ 
tion  as  the  basic  governing  board  in  charge  of  educational 
activities.  This  committee  is  chosen  in  the  following  ways : 


Church  Business  Meeting .  6  elect 

Official  Governing  Church  Board .  14  “ 

Committee  of  Official  Church  Board .  1 

Chairman  Committee  on  Religious  Education....  1  appoint 

Pastor .  7 

Church  School  Business  Meeting .  3  elect 

Quarterly  Conference . 


1  approve 

3  “ 

1 


1  approve 

1 

3  “ 


The  general  practice  seems  strongly  to  favor  the  selection 
of  this  committee  by  the  pastor  or  the  body  which  officially 
represents  the  church.  In  this  way  the  church  recognizes  its 

[155] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


responsibility  for  the  educational  program  carried  on  within 
the  church. 

Director  of  Religious  Education.  There  are  so  few  of 
these  officers  in  the  Indiana  churches  which  were  surveyed  that 
the  record  will  scarcely  indicate  the  current  practice  regarding 
the  method  of  choosing  them.  The  following  boards  or 
officers  are  charged  with  the  selecting  of  the  local  church’s 
director  of  religious  education : 


Church  Business  Meeting .  2  elect 

Official  Governing  Church  Board .  4  “ 

Chairman  Committee  on  Religious  Education.  ...  1  appoint 

Pastor  .  3 

Superintendent  .  1 

Women’s  Missionary  Society . 

Board  of  Teachers  and  Officers . 


1  approve 
1  approve 


The  most  common  practice  seems  to  be  for  the  officials  of 
the  church  to  elect  the  director  of  religious  education  just  as 
they  elect  any  other  officer  who  is  to  direct  an  important  pro¬ 
gram  for  the  church. 

The  Church-School  Cabinet.  This  body,  acting  with  the 
superintendent,  usually  directs  the  details  of  the  church  school 
and  frequently  determines  school  policies.  It  is  created  as 
follows : 


Church  Business  Meeting . 

Committee  of  Official  Church  Board . 

Chairman  Committee  on  Religious  Education.... 

Pastor  . 

Church  School  Business  Meeting . 

Church  School  Board  or  Committee . 

Superintendent  . 

School  Council . 

Automatically  assumes  office  on  Board  due  to 

position  as  teacher  or  officer . 

Committee  of  Official  Church  Board  and  Church 
School  Business  Meeting . 


7  elect 
1  “ 

1  appoint 

4  “ 

6  elect 

4  “ 

5  appoint  1  approve 
1 

3  ex-officio 


Superintendent-Secretary-Treasurer.  The  Committee  on 
Religious  Education  and  the  Director  of  Religious  Education 
represent  a  relatively  new  development  in  the  field  of  religious 
education,  a  recent  movement  which  has  regarded  the  school  as 
the  responsibility  of  the  church.  This  fact  is  reflected  in  the 
election  of  these  three  officers  by  the  church  or  its  official 

[156] 


Secretary  Treasurer 


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QQ 


[157] 


RELIGIOUS  EDUCATION  OF  FROTESTANTS 


boards.  The  table  on  page  157  tells  the  story  of  an  earlier 
period  when  the  Sunday  school  was  regarded  as  an  agency  in¬ 
dependent  of  the  church,  as  a  law  unto  itself,  when  it  was 
tolerated  and  housed  by  the  church  but  not  responsible  to  the 
church.  Consequently,  it  elected  its  own  officers.  In  this  table 
it  will  be  seen  how  the  modern  emphasis  on  church  responsi¬ 
bility  has  resulted  in  the  election  of  a  large  number  of  superin¬ 
tendents,  treasurers  and  secretaries  by  some  official  church 
body.  The  great  majority  of  these  officers  are,  however,  still 
elected  by  boards  which  have  no  official  connection  with  the 
church. 

Supervisors.  Only  a  very  few  Sunday  schools  have  super¬ 
visors  of  music,  instruction,  missionary  education,  recreation, 
etc.  These  officers  are  most  frequently  elected  by  the  church 
school  business  committee.  The  following  table  will  show  the 
present  practice  in  the  election  of  these  officers : 


Church  Business  Meeting . 

Official  Governing  Church  Board... 

Pastor  . 

Director  of  Religious  Education.... 
Church  School  Business  Meeting... 
Church  School  Board  or  Committee 

Superintendent  . 

School  Council . 

Church  School  Cabinet . 

Pastor  and  Church  School  Board... 


6  elect 

_  a 


1  appoint 
26  elect 
13  “ 

11  appoint 
1  elect 


1  approve 
▼  “ 


i  approve 

— .  u 


i  approve 


Teachers.  The  teachers  in  the  Indiana  Sunday  schools  are 
elected,  appointed  or  approved  by  nineteen  different  bodies  or 
officers.  The  most  frequent  source  of  appointment  is  the  Sun¬ 
day  school  superintendent.  Next,  in  order  of  frequency,  is 
the  practice  of  permitting  each  class  to  elect  its  own  teacher. 
The  third  method,  in  order  of  frequency,  is  the  election  of  the 
teachers  by  the  church  school  business  meeting. 

Recognized  authorities  in  educational  administration  recom¬ 
mend  the  appointment  of  teachers  by  the  director  of  religious 
education,  or  the  superintendent  in  case  the  school  has  no  direc¬ 
tor  of  religious  education  and  the  approval  of  the  appointments 
by  the  church  committee  on  religious  education.  The  follow¬ 
ing  table  will  show  that  there  is  little  evidence  of  the  application 
of  this  principle  in  the  church  schools  of  Indiana: 

[158] 


Illustration  XXIX:  the  dining-room  in  the  third  Presbyterian  church, 

ROCHESTER,  N.  Y. 

This  room,  with  its  regular  dining-room  furniture,  is  one  of  the  most  attractive  dining¬ 
rooms  found  in  any  of  the  churches  visited.  The  supporting  columns,  an  undesirable 
feature  in  a  social  room,  are  utilized  as  serving  centers  throughout  the  room.  The 
interior  decoration,  consisting  of  artistically  tinted  and  stenciled  walls  and  corridors  to 
match,  adds  materially  to  the  room’s  attractiveness. 


Illustration  XXX:  serving  room  for  the  kitchen  and  dining-room  of  the 

THIRD  PRESBYTERIAN  CHURCH,  ROCHESTER,  N.  Y. 

This  room  is  equipped  with  a  large  amount  of  table  space  for  storing  dishes  and  with 
an  adequate  steaming  table.  It  is  conveniently  arranged  for  the  passage  of  material 
from  the  kitchen  and  through  to  the  dining-room. 


Illustration  XXXI:  kitchen  of  the  first  baptist  church  of  malden,  mass. 

This  is  an  example  of  a  well-equipped  kitchen  conveniently  arranged  for  serving  large 
groups  in  a  minimum  amount  of  time.  Cupboards  for  dishes  are  arranged  around  the 
edge  of  the  room  in  positions  most  convenient  for  serving. 


Illustration  XXXII:  the  kitchen  equipment  for  the  lake  avenue 


MEMORIAL  BAPTIST  CHURCH,  ROCHESTER,  N.  Y. 

This  kitchen  is  provided  with  every  convenience  for  the  efficient  and  rapid  serving  of 
large  numbers. 


Illustration  XXXIII:  the  American  legion  clubroom  of  the  third 

CHRISTIAN  CHURCH,  INDIANAPOLIS,  IND. 

This  room,  with  its  comfortable  furniture,  its  attractive  fireplace  and  its  reading 
facilities,  is  made  by  screening  one  end  of  a  large  room  and  shows  a  commendable 
effort  to  secure  clubroom  and  reading-room  facilities  when  the  original  plans  of  the 
building  do  not  provide  for  them. 


i  1 

I  | 

L-s*  >  | 

r  1 

i 

I  i 

I  1 

Illustration  XXXIV :  the  men's  clubroom  and  reading-room  of  the 

PRESBYTERIAN  BRICK  CHURCH  INSTITUTE,  ROCHESTER,  N.  Y. 

This  room  is  capable  of  separation  into  two  smaller  rooms  by  means  of  sliding  doors. 
It  is  attractively  equipped  with  good  pictures,  well  supplied  with  books  and  periodicals 
and  is  in  almost  constant  use  during  the  entire  year.  Adjoining  these  rooms  are  the 
pool-  and  billiard-room  and  the  smaller  auditorium  used  for  motion-pictures  and  social 
activities. 


Illustration  XXXV :  the  women’s  club  reception  room  of  the  fourth 

PRESBYTERIAN  CHURCH  OF  CHICAGO,  ILL. 

This  is  one  of  six  or  seven  conveniently  arranged  and  artistically  decorated  rooms  for 
the  use  of  the  women’s  organizations  of  the  church. 


Illustration  XXXVI:  girls’  clubroom  of  the  fourth  Presbyterian  church, 

CHICAGO,  ILL. 


This  is  one  of  a  number  of  club  and  recreation  rooms  for  the  women  and  girls  of  the 
congregation  and  community.  It  is  equipped  with  facilities  for  games,  with  reading 
material,  piano,  victrola  and  other  facilities  for  recreational  and  club  activities. 


GOVERNING  BOARDS  AND  OFFICIALS 


Church  Business  Meeting . 

Official  Governing  Church  Board . 

Committee  of  Official  Church  Board... 
Church  Committee  on  Religious  Educa¬ 
tion . 

Pastor  . 

Director  of  Religious  Education . 

Church  School  Business  Meeting . 

Church  School  Board  or  Committee... 

Superintendent  . 

Departmental  Supervisors . 

Other  Teachers . 

School  Council . 

Church  School  Class . 

Church  School  Cabinet . 

Board  of  Teachers  and  Officers . 

Pastor  and  Superintendent . 

Superintendent  and  Secretary . 

Church  Board  and  Pastor . 

Secretary  . 


7  appoint 
▼  “ 


108 

4 

i 


appoint 

H 

u 


2  appoint 

i 

I 

I 


3  elect 
7 

i 


iC 

u 


ii 


35  elect 
24  “ 


8  elect 

43  “ 

2  “ 

3  “ 


3  approve 

^  ii 


i  approve 

9  “ 

10  approve 

11  “ 

6 


2  approve 


School  Council.  The  church  school  council  comprises  the 
teachers,  officers,  members  of  committee  on  religious  education, 
and  representatives  from  all  organized  classes  and  all  other 
clubs,  societies,  etc.,  connected  with  the  educational  life  of  the 
local  church.  With  the  exception  of  representatives  of  classes 
or  societies,  the  members  of  this  council  would  automatically 
assume  their  places  on  the  council  by  virtue  of  their  positions  as 
teachers  or  officers.  There  are  so  few  of  these  councils  that  it 
is  difficult  to  determine  the  common  practice.  The  following, 
however,  are  the  present  methods  of  selection  of  members  of 
the  school  council : 


Church  Business  Meeting . 

Church  School  Business  Meeting . 

Church  School  Board  or  Committee . 

Superintendent  . 

Church  Council . 

Church  School  Class . 

Assume  Office  ex-officio . 

Church  Business  Meeting  and  Church  School 
Board  . 


4  elect 

7  “ 

5  “ 

2  approve 

2  elect 

i  “ 

i  appoint 
i  elect 


Officials  of  Young  People’s  Societies.  The  young  people’s 
societies  of  the  churches  in  Indiana,  with  a  very  few  exceptions, 
elect  their  own  officers.  In  a  small  number  of  cases  the  elec¬ 
tions  must  be  approved  by  some  representatives  of  the  church, 
and  in  three  instances  these  officers  must  be  approved  by  some 

[159] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


officials  of  the  church  school.  It  is  evident  that  unity  of  ad¬ 
ministration  within  the  local  church  can  hardly  be  possible  until 
a  closer  relationship  is  secured  between  the  church  school  and 
other  agencies  of  religious  education  maintained  within  the 
church.  The  following  are  the  methods  of  appointing  officers 
for  the  various  young  people’s  societies  which  are  under  church 
auspices : 


Church  Business  Meeting.* . 

Official  Governing  Church  Board . 

Church  Committee  on  Religious  Educa¬ 
tion  . 

Pastor . . . 

Church  School  Business  Meeting . 

Superintendent . 

Officers  of  National  Young  People’s 

Societies . 

Young  People’s  Society  Business  Meet¬ 
ing  . 

Women’s  Missionary  Society . 

Quarterly  Conference . 

Church  Business  Meeting  or  Young 
People’s  Society  Business  Meeting. . . 


4  appoint 
i  appoint 


9  elect 
2 


K 


2  approve 
19  “ 


1 

2 
1 


« 

u 

a 


2  elect 


100 

1 


ti 

ic 


2  approve 


1  elect 


Leaders  of  Junior  Societies.  The  junior  societies  are,  for 
the  most  part,  under  the  general  direction  of  senior  societies  of 
the  same  name  or  of  Women’s  Missionary  societies.  In  only 
five  of  the  cases  listed  below  are  the  leaders  of  the  junior 
societies  appointed  by  the  officers  of  the  local  church  school : 


Church  Business  Meeting . 

Official  Governing  Church  Board . 

Church  Committee  on  Religious  Educa¬ 
tion  . 

Pastor .  11  appoint 

Superintendent .  2  “ 

Departmental  Supervisors .  1  “ 

Senior  Young  People’s  Society  Business 

Meeting . 

Officials  of  Senior  Young  People’s 

Society  . 

Women’s  Missionary  Societies . 

Junior  Society  Business  Meeting . 


1  approve 
3  elect  4 

1  “ 

1  approve 

11  elect 

5  “ 

12  “  2  approve 


Officials  of  Non-Church  Societies.  The  officials  of  such 
organizations  as  the  Boy  Scouts,  Girl  Scouts,  Camp  Fire  Girls, 
etc.,  are  usually  appointed  by  the  overhead  organizations  of 
[160] 


GOVERNING  BOARDS  AND  OFFICIALS 


these  societies.  In  some  cases,  however,  the  officers  of  these 
societies  are  appointed  by  representatives  of  the  local  church 
or  church  school.  The  following  table  will  show  the  practice 
in  the  few  cases  for  which  information  is  available : 


Church  Business  Meeting . 

Official  Governing  Church  Board . 

Committee  of  Official  Church  Board... 

Pastor  .  5  appoint 

Church  School  Board  or  Committee... 

Superintendent .  3  appoint 

Officials  or  National  Boy  Scouts,  Girl 
Scouts,  etc . 

The  foregoing  tables  show : 


1  elect  2  approve 

2  “  2 

1  “ 

2  approve 

1  elect 

11  elect  4  approve 


(a)  That  in  most  cases  the  church  school  is  still  inde¬ 
pendent  of  the  church. 

(b)  That  the  superintendent  controls  the  major  appointments 
in  the  school. 

(c)  That  the  young  people’s  and  junior  societies  under 
church  auspices  are  independent  of  both  the  church  and 
the  church  school. 

(d)  That  non-church  organizations,  for  the  most  part,  look 
to  their  own  official  overhead  for  their  official  appoint¬ 
ments. 

(e)  That  there  is  practically  no  recognition  of  the  principle 
of  appointment  by  the  chief  executive  or  educational 
officer  and  approval  by  an  official  church  board  of 
education. 

(f)  That  there  is  evidence  that  the  church  is  slowly  coming 
to  recognize  the  church  school  as  an  integral  part  of  its 
organization. 


II.  Powers  and  Duties 

The  distribution  of  the  powers  and  duties  of  the  governing 
bodies  and  officials  of  256  Indiana  Sunday  schools  is  shown 
in  Table  XI.  This  table  shows  that  the  “Big  Four”  in  the 
administration  of  the  Indiana  Sunday  schools  are  (a)  the 
superintendent,  (b)  the  school  cabinet,  (c)  the  church  school 
business  meeting,  and  (d)  the  pastor.  The  relative  power 
of  each  of  these  officials,  or  bodies,  varies  in  different  schools; 
but  singly  or  in  combination  these  four  officials,  or  bodies, 

[161] 


TABLE  XI  — THE  POWERS  AND  DUTIES  OF  GOVERNING  BODIES  AND  OFFICIALS  IN  256  INDIANA 

SUNDAY  SCHOOLS 

Number  of  Schools  Reporting  that  the  Power  or  Duty  Listed  at  Left 


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[162] 


GOVERNING  BOARDS  AND  OFFICIALS 


exercise  the  controlling  power  in  a  very  large  percentage  of 
the  church  schools  included  in  this  survey. 

In  the  distribution  of  authority,  all  schools  agree  that  the 
assistant  pastor  should  exercise  little  power.  The  pastor  and 
superintendent  rank  high,  as  they  should,  in  the  power  “to 
initiate  new  policies.”  The  superintendent  receives  his  highest 
ranking  in  his  authority  to  determine  the  details  of  the  program 
of  exercises  for  the  regular  Sunday  sessions  of  the  school;  his 
second  highest  ranking  is  on  “school  discipline,”  and  his  third, 
on  his  authority  “to  adopt  curriculum  changes.” 

The  church  board  is  granted  small  authority  in  shaping  the 
policy  of  the  school.  It  would  seem  that  the  adoption  of  gen¬ 
eral  policies,  upon  the  recommendation  of  the  chief  educational 
officer  of  the  school,  would  be  the  most  important  duty  of  the 
church  committee  on  religious  education,  acting  on  behalf  of 
the  official  board  of  the  church.  The  class  teachers  are  per¬ 
mitted  to  exercise  large  liberty  in  the  selection  of  supple¬ 
mentary  curricula  material,  and  they  have  authority  to 
recommend  curriculum  changes,  but  they  are  not  given  large 
representation  in  the  actual  selection  of  the  regular  lesson 
material  which  they  are  to  teach. 

A  glance  at  the  table  will  show  that  such  administrative 
duties  as  the  transfer  of  teachers  is  distributed  in  the  same 
general  proportion  as  the  problems  of  determining  the  school 
curriculum.  There  is  a  commendable  effort  to  secure  “division 
of  labor”  but  the  division  has  not  been  made  on  the  basis  of  a 
clear-cut  concept  of  the  duties  of  each  officer.  With  rare  ex¬ 
ceptions,  some  one  of  the  nineteen  officers  or  bodies  participates 
in  each  of  the  thirteen  duties  enumerated  in  the  table.  There 
is  great  need  of  a  definition  of  duties  upon  which  a  division 
of  labor  can  be  predicated. 

There  is  as  yet  very  little  recognition  of  the  right  of  the 
pupils  to  representation  in  the  membership  of  councils,  cabinets 
or  other  governing  boards.  Only  seven  of  245  schools  report¬ 
ing  permit  student  representation  in  their  school  councils,  and 
only  three  of  these  245  schools  have  student  representation  in 
their  cabinets.  In  49  schools  the  business  is  brought  before 
the  entire  assembly  of  teachers,  officers  and  pupils  and  all  are 

[163] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


permitted  to  participate  in  the  determination  of  all  school  plans 
and  policies. 

III.  Frequency  and  Content  of  Reports 

Table  XII.  distributes  254  Sunday  schools  with  reference 
to  the  type,  contents  and  frequency  of  reports  made  to  officers 
or  supervising  bodies  in  the  local  church  or  school.  Written 
reports  are  the  rule  for  the  superintendent,  the  secretary  and 
the  treasurer.  Eighty  per  cent,  of  the  teachers  do  not  report 
at  all  and  75  per  cent,  of  those  who  do  report,  do  so  orally. 
Monthly,  quarterly  and  annual  reports  are  the  most  common. 
As  a  general  practice,  the  superintendents  report  quarterly  and 
the  secretaries  and  treasurers  make  annual  reports.  The  re¬ 
ports,  in  nearly  all  cases  include  (a)  financial  data,  (b)  attend¬ 
ance  statistics,  (c)  activities  of  officer  or  body,  and  (d) 
recommendations. 

IV.  Time  Schedules  and  School  Relationships 

TIME  OF  SUNDAY  SCHOOL  SESSION 

Two  hundred  and  thirty-eight  Sunday  schools  reported  on 
the  time  of  their  school  session.  Nine  out  of  every  ten  schools 
meet  before  the  regular  preaching  service  on  Sunday  morning. 
An  occasional  school  meets  after  the  preaching  service,  and  the 
others  are  afternoon  schools.  The  following  is  the  time  table 
for  238  schools  : 


Hour 

Number  of  Schools 

Percentage 

9:00  A.  M. 

3 

1-3 

9:15  A.  M. 

9 

3-8 

9:30  A.  M. 

139 

58.4 

9:45  A.  M. 

16 

6.7 

10:00  A.  M. 

39 

16.4 

10.30  A.  M. 

6 

2.5 

II  :i5  A.  M. 

1 

•4 

12:00  Noon 

1 

•4 

12 :45  p.  m. 

1 

•4 

1  :oo  p.  m. 

1 

•4 

2:00  P.  M. 

9 

3-8 

2:15  P.  M. 

2 

.8 

2:30  P.  M. 

9 

3-8 

3  :oo  p.  m. 

2 

.8 

[164] 


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[165] 


(Table  based  on  data  from  254  of  the  256  Indiana  Sunday  schools  surveyed.) 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


This  time  schedule  will  be  read  with  interest  by  church 
school  workers  in  other  sections  of  the  United  States.  In  the 
New  England  states,  for  example,  it  would  be  as  hard  to  find  a 
school  session  before  the  morning  service  of  worship  as  it  is  to 
find  in  Indiana  one  after  that  service.  (See  Chart  IV.). 


Chart  IV  —  The  Time  of  Day  at  Which  238  Sunday  Schools  Hold 

Their  Sunday  Sessions 

The  median  length  of  the  session  in  both  rural  and  urban 
communities  and  in  all  departments  is  sixty  minutes.  Likewise 
the  median  amount  of  time  given  to  the  “study  of  the  lesson” 
at  every  school  session,  in  rural  and  urban  communities  and 
in  all  departments,  is  thirty  minutes.  These  statements  are 
based  upon  reports  from  250  schools. 

RECOGNITION  OF  CHILDREN  AT  REGULAR  CHURCH  SERVICES 

Six  out  of  229  churches  conduct  Junior  Congregations 
during  the  general  service  of  worship  of  the  church.  Sixty- 
two,  or  21. 1  per  cent.,  of  245  churches  report  the  use  of 
children’s  sermons;  forty-one,  or  16.2  per  cent.,  have  special 
music  for  the  children  at  the  regular  church  service;  ten,  or  4 
per  cent.,  uses  a  special  ritual  for  children;  six,  or  2.5  per  cent., 
have  organized  Go-to-Church  Bands,  and  twelve,  or  5  per  cent., 
have  other  means  of  recognizing  the  presence  of  children  at  the 
regular  church  services. 

[166] 


GOVERNING  BOARDS  AND  OFFICIALS 


FORMS  OF  COOPERATION  WITH  OTHER  CHURCHES 

It  is  being  increasingly  recognized  that  the  church  schools 
have  a  joint  responsibility  for  the  moral  and  religious  training 
of  the  childhood  and  youth  of  the  community;  that  the  school  is 
a  social  agency  which  finds  its  fullest  expression  in  cooperation 
with  other  agencies  for  individual  and  social  betterment. 
Sixty-two  out  of  225  schools  fail  to  report  on  their  cooperative 
relationships;  193  schools  report  the  following  forms  of 
cooperation : 

Community  training  class,  17  schools. 

Community  training  schools,  3  schools. 

Week-day  religious  school  for  children,  17  schools. 

Daily  Vacation  Bible  School,  8  schools. 

Teachers’  Conferences,  held  at  regular  times  for  Professional 
growth,  13  schools. 

Activities  of  the  City,  Township  and  County  Sunday  School 
Associations,  133  schools. 

Older  Boys’  and  Older  Girls’  Councils,  8  schools. 

Schools  of  Principles  and  Methods,  18  schools. 

Annual  Sunday  School  Picnic,  43  schools. 

Sunday  School  Athletic  League,  12  schools. 

Community  Christmas  Tree,  11  schools. 

Mission  Sunday  School,  1  school. 

Young  People’s  Alliance  Union  Meetings,  1  school. 

Union  Revival  Services,  5  schools. 

Union  Meetings,  1  school. 

Religious  Census,  4  schools. 

Near  East  Relief,  2  schools. 

Community  Singing,  1  school. 

Home  Coming  Day,  1  school. 

Children  taken  to  City,  1  school. 

Community  Service,  1  school. 

Community  Chorus,  1  school. 

Community  Bible  Class  with  social  feature,  1  school. 
Unnamed,  1  school. 

It  will  be  observed  at  once  that  the  above  items  of  coopera¬ 
tion  make  up  a  very  meager  showing  for  193  churches;  but  an 

[167] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


analysis  of  the  list  will  disclose  the  beginnings,  along  funda¬ 
mental  lines,  of  cooperation  which  must  mark  the  life  of 
churches  that  are  to  declare  a  social  Gospel. 

TYPES  OF  COMMUNITY  SERVICE 

During  a  single  year  these  193  church  schools  rendered  the 
following  types  of  community  service:  community  music; 
community  pageantry;  community  art;  community  banquets; 
sunrise  prayer  meeting  with  community  breakfast ;  social  settle¬ 
ment  work;  social  welfare  association;  cooperation  with  city 
health  commissioners;  Red  Cross.  Community  music  and 
social  service  were  the  predominant  types  of  service. 

COOPERATION  WITH  NON-CHURCH  ORGANIZATIONS 

The  following  is  the  list  of  non-church  organizations  with 
which  193  church  schools  cooperated  during  a  single  year,  with 
the  number  of  times  each  was  mentioned  in  the  reports  from 
these  schools:  Boy  Scouts,  64  times;  Girl  Scouts,  8  times; 
Camp  Fire  Girls,  15  times;  Boys’  Department  of  the 
Y.M.C.A.,  2  times;  Girls’  Department  of  the  Y.W.C.A., 
1  time;  Y.M.C.A.,  48  times;  Y.W.C.A.,  31  times;  Red 
Cross,  3  times;  American  Legion,  1  time;  Cadets,  1  time; 
Rescue  Mission,  1  time;  Community  Service  Organization,  1 
time;  Parent-Teachers  Association  in  School,  2  times;  Blue 
Birds,  1  time;  Associated  Charities,  2  times;  Child’s  Welfare 
Association,  1  time;  Tuberculosis  League,  1  time;  Juvenile 
Court,  1  time;  Methodist  Hospital,  1  time;  Municipal  Voter’s 
League,  1  time;  Young  Woman’s  Business  Association,  1 
time;  Y.M.A.,  3  times;  Humane  Society,  1  time;  Audubon 
Society,  1  time;  Father’s  Club  in  Public  School,  1  time;  Girl 
Reserves,  1  time;  Friendship  Club  of  the  Y.W.C.A.,  1  time; 
Free  Kindergarten  Association,  1  time. 

V.  Summary 

i.  Only  a  small  percentage  of  the  churches  have  assumed 
responsibility  for  the  organization,  administration  and  program 
of  the  church  school. 

[168] 


GOVERNING  BOARDS  AND  OFFICIALS 


2.  There  is  little  agreement  as  to  the  duties  and  responsi¬ 
bilities  of  teachers  and  officers. 

3.  The  weekly  school  session  is  held  before  the  Sunday 
morning  preaching  service.  The  session  lasts  one  hour,  one- 
half  of  which  is  given  to  instruction. 

4.  Reports  are  made  with  some  regularity  by  the  adminis¬ 
trative  officers  of  the  church  school;  but  80  per  cent,  of  the 
teachers  make  no  report;  and  three-fourths  of  those  who  do 
report,  do  so  orally. 

5.  There  are  widespread,  spontaneous  efforts  to  carry  the 
lessons  of  the  church  school  into  the  life  of  the  community 
through  interdenominational  cooperation.  Adequate  com¬ 
munity  organization  will  unify,  direct  and  develop  these  efforts. 


[169] 


Chapter  VI 


ORGANIZATION  OF  SUNDAY  SCHOOLS 
I.  Size  of  Schools 

The  organization  and  classification  of  schools  depend,  in 
large  measure,  upon  the  number  of  pupils  in  each  school  and 
the  number  of  available  teachers  and  officers  for  each  school. 
Two  hundred  fourteen  schools  reported  both  their  enrollment 
and  their  average  attendance.  From  these  reports  the  follow¬ 
ing  table  has  been  compiled : 


TABLE  XIII  —  ENROLLMENT  AND  AVERAGE  ATTENDANCE 
IN  214  INDIANA  SUNDAY  SCHOOLS 


Enrollment 

Average  Attendance 

Number  of 
Pupils 

Number 
of  Schools 
Reporting 

Percentage 

Number 
of  Schools 
Reporting 

Percentage 

Totals 

214 

100 

214 

100 

o-99 . 

93 

43-5 

140 

65-4 

100-199 . 

62 

29.0 

44 

20.6 

200-299 . 

23 

10.7 

12 

5-6 

300-399 . 

11 

5-i 

8 

37 

400-499 . 

6 

2.8 

4 

1.9 

500-599 . 

5 

2.3 

2 

•9 

600-699 . 

3 

1.4 

1 

•5 

700-799 . 

2 

•9 

2 

•9 

800-899 . 

0 

0 

0 

0 

900-999 . 

5 

2.3 

0 

0 

1,000-1,099 . 

1 

•5 

1 

•5 

1,100-1,199 . 

0 

0 

0 

0 

1,200-1,299 . 

3 

1.4 

0 

0 

This  table  is  graphically  illustrated  by  Charts  V  and  VI. 
Those  who  are  charged  with  the  organization  and  supervision 
of  the  Sunday  schools  of  Indiana  should  recognize  the  lessons 
of  this  table :  43.5  per  cent,  of  the  Sunday  schools  have  an 
enrollment  of  fewer  than  100  pupils  each,  and  72.5  per  cent. 
[170] 


ORGANIZATION  OF  SUNDAY  SCHOOLS 


have  an  enrollment  of  fewer  than  200  pupils;  65.4  per  cent, 
of  the  Sunday  schools  have  an  average  attendance  of  fewer 
than  100  pupils  each,  and  86  per  cent,  an  average  attendance 


0-  100-  200-  300-  400-  500-  600-  700  & 

100  200  300  400  500  600  700  overt 


Chart  V  —  Distribution  of  214  Indiana  Sunday  Schools  by 

Enrollment 

of  fewer  than  200  pupils.  The  typical  Sunday  school  in 
Indiana  is  a  small  school.  (See  also  Tables  XIV  and  XV.) 
If  the  typical  Sunday  school  has  fewer  than  100  pupils 


0-  100-  200-  300-  400-  500-  600-  700  4 

100  200  300  400  500  600  700  oven 


Chart  VI  —  Distribution  of  214  Indiana  Sunday  Schools  by  Average 

Attendance 


enrolled,  the  typical  school  will  have  a  small  number  of 
teachers  and  officers.  Two  hundred  forty-nine  schools  report 
the  following  distribution  of  teachers  and  officers: 


Total  Number 

Rural  Urban 

Regular  teachers . 

549 

2,058 

Substitute  teachers . 

74 

172 

Departmental  officers . 

34 

391 

General  officers . 

506  936 

[17U 

RELIGIOUS  EDUCATION  OF  PROTESTANTS 


The  mode  or  the  group  of  schools  most  frequently  found 
is  the  four-teacher  school.  The  median  school  has  eight 
teachers.  There  are,  therefore,  as  many  schools  having  fewer 


TABLE  XIV  — DISTRIBUTION  OF  93  INDIANA  SUNDAY 
SCHOOLS  HAVING  AN  ENROLLMENT  OF 
LESS  THAN  100  PUPILS 


Number 

Number  of  Schools 

of  Pupils 

Reporting  the 

Enrolled 

Enrollment  Indicated 

0-  9 

0 

10-19 

1 

20-29 

3 

30-39 

11 

40-49 

14 

50-59 

20 

60-69 

1 7 

70-79 

10 

80-89 

10 

90-99 

7 

than  eight  teachers  as  there  are  schools  having  more  than  eight 
each.  One-fourth  of  the  schools  have  five  teachers  or  a 
smaller  number  each,  and  one- fourth  have  more  than  thirteen 

TABLE  XV  —  DISTRIBUTION  OF  140  INDIANA  SUNDAY 
SCHOOLS  HAVING  AN  AVERAGE  ATTENDANCE 
OF  LESS  THAN  100  PUPILS 


Number 
of  Pupils 

Number  of  Schools 

in  Average 

Reporting  the  Average 

Attendance 

Attendance  Indicated 

0-  9 

0 

10-19 

0 

20-29 

18 

30-39 

38 

40-49 

25 

50-59 

13 

60-69 

10 

70-79 

16 

80-89 

14 

90-99 

6 

teachers.  The  median  for  rural  schools  is  5  and  for  urban 
schools,  11.  Table  XVI  will  show  249  schools  distributed 
as  to  number  of  teachers  in  each  school. 

[172] 


TABLE  XVI  — THE  NUMBER  OF  REGULAR  TEACHERS  PER 
SCHOOL  IN  249  INDIANA  SUNDAY  SCHOOLS  DIS¬ 
TRIBUTED  WITH  REFERENCE  TO  RURAL 
AND  URBAN  LOCATION 


Number 

of 

Regular 
T  eachers 
in  the 
School 


Schools  which  have  the  Number  of  Teachers  Indicated: 

BOTH  RURAL  AND 

URBAN  RURAL  URBAN 

Number  Percentage  Number  Percentage  Number  Percentage 


Totals . 

249 

100.0 

94 

37-8 

155 

62.3 

1 

2 

0.8 

1 

1. 1 

1 

0.6 

2 

3 

1.2 

I 

1. 1 

2 

1.3 

3 

19 

7-6 

7 

74 

12 

7-7 

4 

30 

12.0 

25 

26.6 

5 

3-2 

5 

27 

10.8 

20 

21.3 

7 

4-5 

6 

20 

8.0 

8 

8.5 

12 

77 

7 

17 

6.8 

10 

10.6 

7 

4-5 

8 

21 

8.4 

9 

9-6 

12 

7-7 

9 

20 

8.0 

7 

7-4 

13 

8.4 

10 

6 

2.4 

1 

1. 1 

5 

3.2 

11 

4 

1.6 

1 

1. 1 

3 

1.9 

12 

14 

5-6 

2 

2.1 

12 

7-7 

13 

7 

2.8 

1 

1. 1 

6 

3-9 

14 

3 

1.2 

1 

1. 1 

2 

1.3 

15 

4 

1.6 

0 

0. 

4 

2.6 

16 

5 

2.0 

0 

0. 

5 

3-2 

1 7 

7 

2.8 

0 

0. 

7 

4-5 

18 

3 

1.2 

0 

0. 

3 

1.9 

19 

3 

1.2 

0 

0. 

3 

1.9 

20 

4 

1.6 

0 

0. 

4 

2.6 

21 

0 

0. 

0 

0. 

0 

0. 

22 

4 

1.6 

0 

0. 

4 

2.6 

23 

3 

1.2 

0 

0. 

3 

1.9 

24 

4 

1.6 

0 

0. 

4 

2.6 

25 

0 

0. 

0 

0. 

0 

0. 

26 

I 

0.4 

0 

0. 

1 

0.6 

27 

4 

1.6 

0 

0. 

4 

2.6 

28 

2 

0.8 

0 

0. 

2 

1.3 

29 

1 

0.4 

0 

0. 

1 

0.6 

30 

3 

1.2 

0 

0. 

3 

1.9 

3i 

2 

0.8 

0 

0. 

2 

1.3 

32 

0 

0. 

0 

0. 

0 

0. 

33 

0 

0. 

0 

0. 

0 

0. 

34 

0 

0. 

0 

0. 

0 

0. 

35 

1 

0.4 

0 

0. 

I 

0.6 

36 

2 

0.8 

0 

0. 

2 

13 

37 

1 

0.4 

0 

0. 

1 

0.6 

38 

1 

0.4 

0 

0. 

1 

0.6 

39 

1 

0.4 

0 

0. 

1 

0.6 

atistical  Measure 

# 

• 

Median. . 

....  8.3  .. 

.  5-6  . 

.  H.5 

Qi  . 

. . . .  5.3  . 

.  4.6  . 

.  7.0 

Qa 

. ...  135  •• 

.  7-8  . 

.  18.5 

(Table  based  on  data  from  249  of  256  schools  surveyed.) 


[173] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


There  are  only  246  supply  teachers  for  2,607  regular 
teachers,  or  approximately  one  supply  teacher  for  ten  regular 
teachers.  The  425  departmental  officers  include  cradle  roll  and 
home  department  officers  or  substitutes.  The  average  is  less 
than  two  to  each  school.  Three-fourths  of  the  schools  have  no 
departmental  officers,  and  one-fourth  have  more  than  three 

TABLE  XVII  — THE  NUMBER  OF  SUBSTITUTE  OR  SUPPLY 
TEACHERS  PER  SCHOOL  IN  218  INDIANA  SUNDAY 
SCHOOLS  DISTRIBUTED  WITH  REFERENCE  TO 
RURAL  AND  URBAN  LOCATION 

Schools  which  have  the  Number  of  Substitute  Teachers 

Indicated  . 

Number  of  both  rural  and 

Substitute  urban  rural  urban 

°T  metiers  'Without  CR  and  H  'Without  CR  and  H  'Without  CR  and  H 
in  a  School  Number  Percentage  Number  Percentage  Number  Percentage 


Total. . 

173 

100 

75 

43-35 

98 

56.65 

0 . 

105 

60.7 

54 

72.0 

5i 

52.0 

1 . 

19 

11.0 

7 

93 

12 

12.2 

2 . 

12 

6.9 

1 

1.4 

11 

1 1.2 

3 . 

8 

4-6 

3 

4.0 

5 

5.1 

4 . 

10 

5-8 

3 

4.0 

7 

7-1 

5 . 

5 

2.9 

1 

i.3 

4 

4.1 

6 . 

4 

2.3 

3 

4.0 

1 

1.0 

7 . 

5 

2.9 

3 

4.0 

2 

2.0 

8 . 

2 

1.2 

0 

0 

2 

2.0 

9 . 

0 

0 

0 

0 

0 

0 

10 . 

1 

0.6 

0 

0 

1 

1.0 

11 . 

1 

0.6 

0 

0 

1 

1.0 

12  to  17 . . 

0 

0 

0 

0 

0 

0 

18 . 

1 

0.6 

0 

0 

1 

1.0 

(Table  based  on  data  from  218  of  the  256  schools  surveyed.) 


1  CR  =  Cradle  Roll.  H  =  Home  Department. 


such  officers.  Two  hundred  forty-nine  schools  have  1,442 
general  officers.  The  median  for  each  school  is  approximately 
five  general  officers. 

The  typical  school,  therefore,  would  have  eight  regular 
teachers ;  no  supply  teachers,  no  departmental  officers,  and  five 
general  officers,  or  a  total  of  thirteen  teachers  and  officers. 
For  a  further  study  of  this  subject  see  Tables  XVII  and 
XVIII. 

[174] 


Illustration 
XXXVII:  the 

CHURCH  PAR¬ 
LORS  OF  THE 
THIRD  PRESBY¬ 
TERIAN  CHURCH, 
ROCHESTER,  N.Y. 


The  folding-  doors  divide  this  room  into  two  smaller  rooms  when  desirable.  These 
parlors  open  upon  the  church  office  at  one  end. 


Illustration 
XXXVIII:  AN¬ 
OTHER  VIEW  OF 
SAME  PARLORS 


A  view  of  the  parlors  given  in  Illustration  XXXVII  from  the  opposite  direction.  This 
picture  shows  the  entrance  from  the  parlors  to  the  reception  room  of  the  church  office 
seen  in  the  background. 


Illustration 
XXXIX:  men’s 

GUILD  ROOM  OF 
THE  SAME 
CHURCH 


This  attractive  room  is  used  for  a  large  variety  of  purposes  and  adjoins  the  dining¬ 
room. 


Illustration  XL:  the  men’s  club  and  reception  room  of  the  fourth 

PRESBYTERIAN  CHURCH  OF  CHICAGO,  ILL. 


This  room,  with  its  piano,  library  and  reading-room,  in  addition  to  similar  facilities 
provided  for  the  young  men,  is  in  almost  constant  use  during  the  week,  with  the  excep¬ 
tion  that  these  rooms  are  not  used  during  the  time  of  any  general  religious  service 
either  in  the  assembly  room  or  the  main  auditorium. 


Illustration  XL1 :  the  men’s  club  library  of  the  fourth  Presbyterian 

CHURCH,  CHICAGO,  ILL. 


This  is  a  companion  room  to  the  clubroom  shown  in  Illustration  XL. 


Illustration  XLII:  the  gymnasium  and  social  room  for  the  lake  avenue 

MEMORIAL  BAPTIST  CHURCH,  ROCHESTER,  N.  Y. 

This  gymnasium,  with  its  large  fireplace  in  one  end,  is  used  for  many  of  the  social 
activities  of  the  congregation.  The  rooms  adjacent  to  this  are  so  arranged  as  shown  in 
the  illustration  that  they  may  be  used  for  dining-rooms  for  smaller  parties.  For  large 
dinners,  the  gymnasium  and  these  supplementary  rooms  may  all  be  utilized. 


Illustration  XLIII :  one 

CORNER  OF  THE  GYMNASIUM 
IN  THE  LEONIA  METHODIST 
EPISCOPAL  CHURCH,  LEONIA, 
N.  J. 

This  room  is  provided 
with  regular  gymna¬ 
sium  equipment.  It  is 
also  equipped  for  bas¬ 
ket-ball,  volley-ball,  in¬ 
door  baseball  and  other 
such  games.  The  social 
room  and  dining-room 
open  upon  one  side  of 
this  room,  enabling  each 
room  to  supplement  the 
other  when  necessary. 
It  also  provides  for  the 
seating  of  a,n  audience 
in  the  social  room  at 
athletic  contests,  there¬ 
by  allowing  the  use  of 
the  full  gymnasium. 


Illustration  XL1V:  the  gymnasium  of  the  fourth  Presbyterian  church, 

CHICAGO,  ill. 

This  is  the  best  equipped  church  gymnasium  of  any  visited  by  the  Building  Committee. 
It  represents  a  maximum  use  of  available  space.  For  the  gymnasium  director  is  provided 
an  office  and  examination  room  where  accurate  physical  records  are  made  and  kept. 


ORGANIZATION  OF  SUNDAY  SCHOOLS 


TABLE  XVIII  — THE  NUMBER  OF  GENERAL  SCHOOL  OFFI¬ 
CERS  PER  SCHOOL,  AND  TOTAL  NUMBER  OF  GENERAL 
SCHOOL  OFFICERS  IN  252  INDIANA  RURAL  AND 
URBAN  SUNDAY  SCHOOLS 


Both  Rural  and 


No.  of 
General 
School 
Officers 
in  a 

Urban 

A 

Rural 

A 

Urban 

A 

r 

SCHOOLS 

REPORTING 

> 

Total 

r 

SCHOOLS 

REPORTING 

1 

Total 

r 

SCHOOLS 

REPORTING 

Total 

School 

No. 

% 

Officers 

No. 

% 

Officers 

No. 

% 

Officers 

Total 

252 

100. 

1,442 

94 

37-3 

506 

158 

62.7 

936 

0 

0 

0. 

0 

0 

0. 

0 

0 

0. 

0 

1 

2 

0.8 

2 

0 

0. 

0 

2 

1-3 

2 

2 

10 

4.0 

20 

4 

4-3 

8 

6 

3-8 

12 

3 

28 

11. 1 

84 

12 

12.8 

36 

16 

IO.I 

48 

'  4 

60 

23.8 

240 

26 

27.7 

104 

34 

21.5 

136 

5 

47 

18.7 

235 

15 

16.0 

75 

32 

20.3 

160 

6 

35 

13.9 

210 

13 

13.8 

78 

22 

13-9 

132 

7 

23 

9.1 

161 

7 

7-4 

49 

16 

IO.I 

1 12 

8 

19 

7-5 

152 

8 

8.5 

64 

11 

7.0 

88 

9 

11 

4-4 

99 

5 

5-3 

45 

6 

3-8 

54 

10 

1 

0.4 

10 

1 

1. 1 

10 

0 

0. 

0 

11 

2 

0.8 

22 

1 

1. 1 

11 

1 

0.6 

11 

12 

5 

2. 

60 

1 

1. 1 

12 

4 

2.5 

48 

13 

2 

0.8 

26 

0 

0. 

0 

2 

1-3 

26 

14 

3 

1.2 

42 

1 

1. 1 

14 

2 

i.3 

28 

15 

1 

0.4 

15 

0 

0. 

0 

1 

0.6 

15 

16 

1 

0.4 

16 

0 

0. 

0 

1 

0.6 

16 

17 

0 

0. 

0 

0 

0. 

0 

0 

0. 

0 

18 

0 

0. 

0 

0 

0. 

0 

0 

0. 

0 

19 

*  *  * 

1 

0.4 

19 

0 

0. 

0 

1 

0.6 

19 

29 

1 

0.4 

29 

0 

0. 

0 

1 

0.6 

29 

(Table  based  on  data  from  252  of  256  schools  surveyed.) 

II.  Forms  of  Organization 


PRESENT  STATUS  OF  SUNDAY-SCHOOL  ORGANIZATION 

There  are  almost  as  many  different  organization  plans  as 
there  are  Sunday  schools.  It  is  difficult  to  devise  a  system 
of  classification  which  will  adequately  account  for  the  varied 
forms  of  school  organization.  Using  the  categories  of 
“main  school”  1  and  “departments”  we  can,  however,  get  a 

1  The  term  “main  school”  is  used  in  this  chapter  because  it  is  popularly 
used  to  designate  that  section  of  the  school  which  has  not  been  broken  up 
into  departmental  groups. 


[  r75] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


very  satisfactory  basis  of  comparison,  provided  we  keep  in 
mind  that  there  is  but  little  uniformity  of  practice  regarding 
the  exact  age-limits  of  the  various  departments.  Seven  out 
of  every  ten  Sunday  schools  included  in  this  survey  consist 
of  a  “main  school”  with  no  divisions  or  departments  of  any 
kind,  except  the  class  divisions.  94.7  per  cent,  of  the  rural 
schools  and  49.3  per  cent,  of  the  urban  schools  are  of  this 
“main  school”  type.  Table  XIX,  which  follows,  shows  the 
distribution  of  250  schools  according  to  their  departmental 
organizations : 

TABLE  XIX  — THE  DEPARTMENTAL  ORGANIZATION  AND 
NUMBER  OF  DEPARTMENTS  IN  EACH  SCHOOL  (EXCLU¬ 
SIVE  OF  CRADLE  ROLL  AND  HOME  DEPARTMENTS) 

IN  250  INDIANA  SUNDAY  SCHOOLS,  DISTRIBUTED 
WITH  REFERENCE  TO  RURAL  AND  URBAN 

LOCATION 


Schools  Organized  with  the  Number  of 
Departments  Indicated 


Number  of  Departments 

RURAL  AND  URBAN 

Number  Per  Cent. 

RURAL 

Number 

URBAN 

Number 

Totals. . 

250 

100. 

94 

156 

“Main  school” . 

176 

70.4 

89 

87 

“Main  school”  and  one  depart- 

ment . 

39 

15-6 

4 

35 

“Main  school”  and  two  depart- 

ments . 

14 

5-6 

0 

14 

“Main  school”  and  three  de- 

partments . 

6 

2.4 

0 

6 

Five  departments . 

3 

1.2 

0 

3 

1  Six  departments . 

9 

3-6 

1 

8 

a Seven  departments . 

3 

1.2 

0 

3 

1  Includes  four  schools  which  conform  to  the  following  classification: 

Beginners,  4,  5  years;  Primary,  6,  7,  8  years;  Junior,  9,  10,  1 1,  12  years;  Inter¬ 
mediate,  13,  14,  15,  16  years;  Senior,  17,  18,  19,  20  years;  Adult,  above  20  years. 

3  These  three  schools  conform  to  the  following  classification: 

Beginners,  4,  5  years;  Primary,  6,  7,  8  years;  Junior,  9,  10,  11  years;  Intermediate, 
12,  13,  14  years;  Senior,  15,  16,  17,  years;  Young  People,  18-23  years;  Adult,  24 
years  and  above. 

(Table  based  on  data  from  250  of  the  256  schools  surveyed.) 

The  fact  that  but  seven  schools  out  of  250  fully  conform 
to  either  the  earlier  or  the  present  organization  standards  of 
the  International  Sunday  School  Council  of  Religious  Educa¬ 
tion,  after  a  decade  of  promotion  by  denominational  and 
[176] 


ORGANIZATION  OF  SUNDAY  SCHOOLS 


interdenominational  agencies,  would  seem  to  justify  a  very 
careful  study  of  the  problems  involved  in  Sunday  school 
organization.  Perhaps  the  majority  of  the  schools  are  not 
large  enough  to  carry  the  standardized  organization  scheme. 
(See  Chart  VII.) 

A  study  of  the  attempt  to  introduce  graded  lesson  series 
into  the  Indiana  Sunday  schools  will  throw  some  light  on  the 


"Main  "Main  "Main  "Main 

School"  School"  School"  School" 

AND  t  AND  2  AND  3 

Dept  Depts  Depts 


Chart  VII  —  Plan  of  Organization  of  250  Indiana  Sunday  Schools 


question  of  graded  organization.  The  following  table  shows 
the  rate  at  which  graded  lessons  were  introduced  into  251 
Sunday  schools  from  1911  to  1919.  This  Table  is  graphically 
illustrated  by  Chart  VIII. 

For  purposes  of  a  more  detailed  study,  193  schools  were  se¬ 
lected  for  which  there  were  available  complete  data  on  both  the 
curricula  in  use  and  the  size  of  the  schools.  Table  XXI 
shows  the  progress  of  graded  instruction  in  these  193  schools 
from  1911  to  1919,  and  Chart  IX  portrays  the  facts  graphic¬ 
ally.  While  Tables  XX  and  XXI  and  Charts  VIII  and  IX 
show  a  steady  increase  in  the  percentage  of  the  schools  using 

[177] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  XX  — TYPES  OF  LESSON  SYSTEMS  USED  IN  INDIANA 
SUNDAY  SCHOOLS  REPORTING  ON  LESSON  SYSTEMS 
FOR  THE  YEARS  1911  TO  1919,  INCLUSIVE 


Number  of 
Schools 
Reporting 
for  the 
Year 


Schools  Using  in  the  Designated  Year  the 
Type  of  Lesson  Systems  Indicated 


GRADED  LESSONS  UNGRADED  LESSONS 


BOTH  GRADED  AND 
UNGRADED  LESSONS 


Years 

Indicated 

No. 

Per  Cent. 

No. 

Per  Cent . 

No. 

Per  Cent. 

1911. . 

193 

20 

10.4 

142 

73-6 

3i 

16.1 

1912. . 

196 

20 

10.2 

142 

72.5 

34 

17.4 

1913. . 

200 

21 

10.5 

141 

70.5 

38 

19.0 

1914. . 

209 

26 

12.4 

140 

67.0 

43 

20.6 

1915.. 

222 

33 

14.9 

141 

63.5 

48 

21.6 

1916. . 

228 

39 

17.1 

134 

58.8 

55 

24.1 

1917.  • 

236 

42 

17.8 

131 

55-5 

63 

26.7 

1918. . 

239 

47 

19.7 

125 

52.3 

67 

28.0 

1919. . 

251 

46 

18.3 

129 

51-4 

76 

30.3 

(Table  based 

on  data  from  251 

of  the 

256  schools  surveyed.) 

graded  lessons,  with  perhaps  a  slight  loss  in  1919-20,  the  gain 
has  been  very  slow.  What  accounts  for  this  slow  gain  ?  One 
answer  to  this  question  will  be  found  when  we  place  Table 
XXI  over  against  a  table  showing  the  size  of  these  schools. 
This  correlation  is  shown  in  Table  XXII.  Chart  X  makes  this 


Chart  VIII  —  Types  of  Lesson  Systems  Used  in  Indiana  Sunday 
Schools  Reporting  on  Lesson  Systems  for  the  Years 

1911-19  Inclusive  . 


[178] 


ORGANIZATION  OF  SUNDAY  SCHOOLS 


TABLE  XXI  — TYPES  OF  LESSON  SYSTEMS  IN  193  SUNDAY 
SCHOOLS  WHICH  REPORT  THE  LESSON  SYSTEMS 
USED  FOR  THE  CALENDAR  YEARS  1911-1919, 

INCLUSIVE 


Schools  Using  in  the  Designated  Year  the 
Type  of  Lesson  Systems  Indicated 


Years 

Number  of 
Schools 
Reporting 
for  the 
Year 
Indicated 

1911. . 

193 

1912. . 

193 

1913.. 

193 

1914. . 

193 

1915-  • 

193 

1916. . 

193 

1917.. 

193 

1918. . 

193 

1919. . 

193 

GRADED  LESSONS 


No. 

Per  Cent. 

20 

10.4 

20 

10.4 

21 

10.9 

23 

11. 9 

25 

130 

28 

14-5 

28 

14-5 

3i 

16.1 

28 

14-5 

UNGRADED  LESSONS 


No. 

Per  Cent. 

142 

73-i 

141 

72.5 

137 

71.0 

131 

67.9 

129 

66.8 

120 

62.2 

ii5 

59-6 

108 

56.0 

105 

544 

BOTH  GRADED  AND 
UNGRADED  LESSONS 


No. 

Per  Cent. 

3i 

16. 1 

32 

1 6.6 

35 

18.3 

39 

20.2 

39 

20.2 

45 

23-3 

50 

26.0 

54 

28.0 

60 

31. 1 

(Table  based  on  data  from  193  of  the  256  schools  surveyed.) 


table  tell  an  important  story,  namely:  there  is  a  direct  rela¬ 
tionship  between  the  growth  of  graded  instruction  and  the  size 
of  the  school.  Graded  lessons  have  made  slow  progress  in 
small  schools  and  in  the  advanced  grades.  The  foregoing 
charts  and  tables  make  it  very  clear  that  the  organization 


1911  1912  1913  1914  1915  1916  1917  1918  1919 


Chart  IX  —  Percentage  of  193  Sunday  Schools  Using  Graded  Lessons 
Only,  Ungraded  Lessons  Only,  or  Both  Graded  and  Ungraded 
Lessons  for  the  Calendar  Years  1911-19  Inclusive 

[179] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


necessary  to  carry  graded  instruction  has  not  found  its  way 
into  the  small  schools,  and  consequently  there  is  little  prospect 
of  a  greatly  increased  use  of  graded  lessons  in  small  schools 
until  both  the  organization  and  administration  of  small 


TABLE  XXII  — 193  INDIANA  SUNDAY  SCHOOLS  DISTRIBUTED 
WITH  REFERENCE  TO  THE  GRADATION  OF  THE  LESSON 
SYSTEMS  USED  BY  PUPILS  OF  VARIOUS  AGES  DUR¬ 
ING  THE  CALENDAR  YEARS  1911-1919,  INCLUSIVE, 

AND  SIZE  OF  THE  SCHOOL 

1911 

Graded  Lessons  Ungraded  Lessons 


0-99  100-199  200-299  300+  0-99  100-199  200-299  300+ 

Ages  Total  Pupils  Pupils  Pupils  Pupils  Pupils  Pupils  Pupils  Pupils 


4  &  5-. 

193 

8 

12 

9 

22 

73 

34 

17 

18 

6-  8.. 

579 1 

24 

36 

25 

63 

219 

102 

53 

57 

9-1 1. . 

579 

21 

34 

19 

55 

222 

104 

59 

65 

12-14. • 

579 

18 

33 

15 

42 

225 

105 

63 

78 

15-17- - 

579 

12 

30 

T3 

3i 

231 

108 

65 

89 

18-24. . 

965 

15 

42 

19 

3i 

390 

198 

hi 

169 

4 &  5-  • 

193 

3 

Graded 

8 

9 

1912 

22 

78 

Ungraded 

38  17 

18 

6-  8.. 

579 

9 

24 

25 

63 

234 

114 

53 

57 

9-1 1 . . 

579 

21 

32 

19 

55 

222 

106 

59 

65 

12-14. . 

579 

18 

36 

15 

42 

225 

102 

63 

78 

I5-I7-. 

579 

12 

33 

13 

3i 

231 

105 

65 

89 

18-24. • 

965 

15 

43 

19 

3i 

390 

187 

hi 

169 

4 &  5-. 

193 

8 

Graded 

13 

10 

1913 

25 

73 

Ungraded 

33  16 

15 

6-  8. . 

579 

24 

39 

28 

72 

219 

99 

50 

48 

9-1 1. . 

579 

21 

37 

22 

64 

222 

IOI 

56 

56 

12-14. • 

579 

19 

36 

18 

47 

224 

102 

60 

73 

I5-I7-. 

579 

12 

33 

16 

33 

231 

105 

62 

87 

18-24. . 

965 

15 

43 

24 

3i 

390 

187 

106 

189 

1  The 

distribution  of 

schools  by  age 

groups  and  by  types 

of  lesson  systems 

used 

was  first 

made 

by  one- 

or  two-year 

periods.  In  condensing 

the 

detailed  table  the 

number  of  schools  in  the  years  or  periods  united  have  been  added  together.  For 
example,  the  distribution  of  the  lesson  systems  for  the  sixth  year  in  193  schools  was 
added  to  the  distributions  for  the  seventh  and  eighth  years  of  the  same  193  schools. 
This  gives  a  total  of  579  schools  which  should  be  divided  by  three  to  give  the  actual 
number  of  schools.  This  method  preserved  the  relative  percentage  and  made  it  un¬ 
necessary  to  use  fractions  in  some  cases.  The  following  table  will  show  in  detail  the 
method  used: 


No.  of  Graded  Lessons  Ungraded  Lessons 

Schools 


Report- 

o-99 

100— 199 

200—299 

300  4- 

0-99 

100— 199 

200— 299 

300  + 

Ages 

ing 

Pupils 

Pupils 

Pupils 

Pupils 

Pupils 

Pupils 

Pupils 

Pupils 

6  .... 

.  193 

8 

12 

9 

21 

1 7 

34 

17 

19 

7  .... 

•  i93 

8 

12 

9 

21 

17 

34 

18 

19 

8  .  .  .  . 

•  193 

8 

12 

9 

21 

17 

34 

18 

19 

Totals. . 

•  579 

24 

36 

27 

63 

54 

102 

53 

57 

[180] 


ORGANIZATION  OF  SUNDAY  SCHOOLS 


TABLE  XXII— 193  -INDIANA  SUNDAY  SCHOOLS  DISTRIBUTED 
WITH  REFERENCE  TO  THE  GRADATION  OF  THE  LESSON 
SYSTEMS  USED  BY  PUPILS  OF  VARIOUS  AGES  DUR¬ 
ING  THE  CALENDAR  YEARS  1911-1919,  INCLUSIVE, 

AND  SIZE  OF  THE  SCHOOL — Continued 

1911 

Graded  Lessons  Ungraded  Lessons 

0-99  100-199  200-299  300+  0-99  100-199  200-299  300+ 

Ages  Total  Pupils  Pupils  Pupils  Pupils  Pupils  Pupils  Jr'upils  Pupils 


Graded  1914  Ungraded 


4*  5-- 

193 

9 

13 

12 

28 

72 

33 

14 

12 

6-  8.. 

579 

27 

39 

36 

82 

216 

99 

42 

38 

9-1 1. . 

579 

24 

37 

3i 

7 1 

219 

101 

47 

49 

12-14. • 

579 

21 

36 

26 

55 

222 

102 

52 

65 

15-17.. 

579 

1 2 

33 

20 

4i 

231 

105 

58 

79 

18-24. . 

965 

15 

43 

29 

36 

390 

187 

IOI 

164 

Graded 

1915 

Ungraded 

4*5-. 

193 

10 

13 

13 

28 

7i 

33 

13 

12 

6-  8. . 

579 

30 

39 

39 

83 

213 

99 

39 

37 

9-1 1. . 

579 

2  7 

37 

34 

73 

216 

IOI 

44 

47 

12-14. . 

579 

24 

36 

27 

57 

219 

102 

51 

63 

15-17.. 

579 

15 

33 

20 

43 

228 

105 

58 

77 

18-24. . 

965 

20 

43 

29 

4i 

385 

187 

IOI 

159 

Graded 

1916 

Ungraded 

4  &  5-  • 

193 

11 

1 7 

15 

30 

70 

29 

11 

10 

6-  8.. 

579 

33 

5i 

45 

90 

210 

87 

33 

30 

9-11 . . 

579 

30 

48 

37 

73 

213 

90 

4i 

47 

12-14. . 

579 

27 

44 

29 

58 

216 

94 

49 

62 

15-17.. 

579 

18 

42 

22 

46 

225 

96 

56 

74 

18-24. . 

965 

25 

53 

34 

44 

380 

1 77 

96 

156 

Graded 

1917 

Ungraded 

4  &  5-. 

193 

11 

18 

17 

3i 

70 

28 

9 

9 

6-  8.. 

579 

33 

57 

48 

93 

210 

81 

30 

27 

9-1 1. . 

579 

30 

54 

40 

75 

213 

84 

38 

45 

12-14.  • 

579 

2  7 

50 

35 

61 

216 

88 

43 

59 

15-17.. 

579 

18 

44 

26 

49 

225 

94 

52 

7 1 

18-24. • 

965 

25 

53 

33 

44 

380 

177 

97 

156 

Graded 

1918 

Ungraded 

4*5-. 

193 

11 

22 

19 

32 

70 

24 

7 

8 

6-  8.. 

579 

33 

69 

52 

93 

210 

69 

26 

27 

9-1 1 • . 

579 

30 

56 

43 

84 

213 

82 

35 

36 

12-14. . 

579 

27 

48 

38 

68 

216 

90 

40 

52 

15-17.. 

579 

18 

40 

29 

55 

225 

98 

49 

65 

18-24. . 

965 

25 

53 

39 

54 

380 

1 77 

9i 

146 

Graded 

1919 

Ungraded 

4*  5-. 

193 

11 

22 

21 

33 

70 

24 

5 

7 

6-  8.. 

579 

33 

66 

62 

96 

210 

72 

16 

24 

9-11 . . 

579 

30 

53 

46 

86 

213 

85 

32 

34 

12-14. . 

579 

27 

4i 

39 

67 

216 

97 

39 

53 

15-17- • 

579 

15 

34 

29 

52 

228 

102 

49 

68 

18-24. . 

965 

20 

46 

42 

49 

385 

179 

88 

151 

[181] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


AGE  OF 
PUPILS 


4-5 


1911 

SIZE  OF 

SCHOOL  Per  Cent 


0  20  40  60 


0-100 
100-200 
200-300 
300  &.  OVER 


6-7-8 


0-100 
100-200 
200-300 
300  &  OVER 


9-10-1 1 


0-100 
100-200 
200-300 
300  &  OVER 


12-13-14 


0-100 
100-200 
200-300 
300  &  pvER 


15-16-1 


o-ioo|b  | 

1 00-200  ■■Q 
200-300 
300  &  over  pHI 


18-24 


0-100 
100-200 
200-300 
300  &  OVER 

0  20  40  60 
Per  Cent 


t9l5  1919 


Per  Cent 
0  20  40  60 


m 


M 

0  20  40  60 
Per  Cent 


Per  Cent 


Chart  X  —  Indiana  Sunday  Schools  Distributed  with  Reference  to 
Present  Enrollment,  Designated  Age-Groups,  and  the  Per¬ 
centage  Using  Graded  Lessons  for  the  Years 
1911-19,  Inclusive.  (See  Table  XXII.) 


schools  are  made  consistent  with  the  demands  of  graded  in¬ 
struction.  Table  XIII,  showing  the  number  of  small  schools ; 
Chapter  XVI,  showing  that  church  schools  are  unsupervised, 
and  Illustration  XLV,  showing  one  of  many  buildings  in 
which  graded  organization  is  very  difficult,  should  be  care¬ 
fully  studied  in  this  connection. 


ORGANIZATION  OF  SUNDAY  SCHOOLS 


a  "four-plan”  organization  scheme 

To  provide  a  method  of  adapting  the  form  of  the  organiza¬ 
tion  to  the  size  of  the  school  and,  at  the  same  time,  of  preserv¬ 
ing  the  essential  factors  necessary  to  efficient  school  work,  the 
following  organization  plans  have  been  developed.  These 
plans  were  developed  as  a  contribution  towards  an  index 
number,  or  composite  standard  for  the  church  schools  of 
Indiana.1  It  is  thought  that  these  plans  may  prove  to  be  useful 
instruments  for  measuring  the  completeness  of  organization 
of  schools  of  widely  varying  sizes.  A  uniform  age-grouping 
of  children  is  preserved  in  all  four  plans.  The  application 
of  these  plans  to  schools  of  the  sizes  indicated  will,  it  is 
believed,  provide  a  supervisor  for  every  seven  to  nine  teachers 
from  the  smallest  to  the  largest  schools.  The  use  of  these 
plans  would  lessen  the  problem  of  providing  competent  super¬ 
vision.  It  would  also  tend  to  produce  a  uniform  age- 
distribution  within  the  membership  of  all  classes  and  thus 
make  it  easier  to  adapt  graded  lesson  material  to  pupils  in  the 
small  schools. 

The  committee  on  education  in  each  plan  is  understood  to 
be  entrusted  with  the  entire  educational  program  of  the  church 
and  to  have  power  to  correlate  under  a  single  administrative 
agent  the  whole  educational  task  of  the  church. 

The  Director  of  Religious  Education  is  the  ranking  officer 
under  each  plan.  The  General  Executive,  commonly  known  as 
the  "Superintendent,”  is  an  executive  agent  of  the  educational 
head  of  the  school.  In  Plan  IV,  the  Director  of  Religious 
Education  assumes  the  executive  function,  as  well  as  the 
educational  leadership  of  the  school.  In  each  plan  the  effort 
has  been  to  differentiate  between  the  supervisory  function 
and  the  administrative  function,  even  when  both  functions 
are  performed  by  the  same  officer. 

These  "plans”  were  sent  out  to  several  hundred  expe¬ 
rienced  Sunday  school  executives  and  to  many  professional 
educators,  who  are  specializing  in  religious  education,  for  the 
purpose  of  arriving  at  a  ranking  for  the  various  items  in  the 

1  See  Volume  II. 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


proposed  plans  by  the  method  of  median  judgments.  The 
rankings  which  have  been  adopted  are,  therefore,  the  con¬ 
sensus  of  expert  judgment  and  not  the  opinion  of  any  one 
person.  The  proposed  organization  plans  are  as  follows: 

PLAN  I.  SCHOOLS  WITH  800  OR  MORE 


PUPILS 

1.  Committee  on  Education .  (20%) 

2.  General  Officers .  (20%) 

(a)  Director  of  Religious  Education . (10%) 

(b)  General  Superintendent  .  (5%) 

(c)  Secretary-Treasurer  .  (5%) 

3.  Supervisory  Staff  .  (15%) 

Not  fewer  than  three  supervisors  with  special¬ 
ized  duties. 

4.  Departmental  Principals  .  (24%) 

(a)  Cradle  Roll  Principal .  (3%) 

(b)  Beginners’  Department  Principal .  (3%) 

(c)  Primary  Department  Principal .  (3%) 

(d)  Junior  Department  Principal .  (3%) 

(e)  Intermediate  Department  Principal .  (3%) 

(f)  Senior  Department  Principal .  (3%) 

(g)  Young  People’s  Department  Principal...  (3%) 

(h)  Adult  Department  Principal .  (3%) 

5.  Class  Teachers  .  (21%) 

Selected  for  groups  of  pupils  within  age  limits  of 
departments,  as  follows : 

(a)  Beginners,  4,  5  years .  (3%) 

(b)  Primary,  6,  7,  8  years .  (3%) 

(c)  Junior,  9,  10,  11  years .  (3%) 

(d)  Intermediate,  12,  13,  14  years .  (3%) 

(e)  Senior,  15,  16,  17  years .  (3%) 

(f)  Young  People,  18-23  years .  (3%) 

(g)  Adult,  24  years  and  above .  (3%) 

PLAN  II.  SCHOOLS  FROM  200  TO  800  PUPILS 

1.  Committee  on  Education .  (20%) 

2.  General  Officers  .  (28%) 

(a)  Director  of  Religious  Education . (10 %) 

[184] 


ORGANIZATION  OF  SUNDAY  SCHOOLS 


(b)  General  Superintendent  .  (6%) 

(c)  Secretary-Treasurer  .  (6%) 

(d)  One  or  more  Supervisors  of  Instruction, 

Expression,  etc .  (6%) 

3.  Departmental  Principals  .  (24%) 

(a)  Cradle  Roll  Principal .  (3%) 

(b)  Beginners’  Department  Principal .  (3%) 

(c)  Primary  Department  Principal .  (3%) 

(d)  Junior  Department  Principal .  (3%) 

(e)  Intermediate  Department  Principal .  (3%) 

(f)  Senior  Department  Principal .  (3%) 

(g)  Young  People’s  Department  Principal....  (3%) 

(h)  Adult  Department  Principal .  ( 3 %) 

4.  Class  Teachers  . •. .  (28%) 

Selected  for  groups  of  pupils  within  age  limits 
as  follows : 

(a)  Beginners,  4,  5  years .  (4%) 

(b)  Primary,  6,  7,  8  years .  (4%) 

(c)  Junior,  9,  10,  11  years .  (4%) 

(d)  Intermediate,  12,  13,  14  years .  (4%) 

(e)  Senior,  15,  16,  17  years .  (4%) 

(f)  Young  People,  18-23  years.  . .  (4%) 

(g)  Adult,  24  years  and  above. .... . .  (4%) 

PLAN  HI.  SCHOOLS  FROM  100  TO  200  PUPILS 

1.  Committee  on  Education .  (15%) 

2.  General  Officers  .  (26%) 

(a)  Director  of  Religious  Education . (15%) 

(b)  General  Superintendent .  (6%) 

(c)  Secretary-Treasurer  .  (5%) 

3.  Divisional  Superintendents  .  (27%) 

(a)  Children’s  Division  Superintendent .  (9%) 

For  leaders  and  teachers  of  all  groups 
eleven  years  of  age  and  below. 


(b)  Young  People’s  Division  Superintendent.  (9%) 
For  leaders  and  teachers  of  all  groups 
from  twelve  to  twenty-three  years  of  age, 
inclusive. 

(c)  Adult  Division  Superintendent .  (9%) 

For  leaders  and  teachers  of  all  groups 
twenty-four  years  of  age  and  above. 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


4.  Class  Teachers  .  (32%) 

Selected  for  pupils  within  the  following  age 
groups : 

(a)  Cradle  Roll  (Principal)  1-3  years .  (4%) 

(b)  Beginners,  4,  5  years .  (4%) 

(c)  Primary,  6,  7,  8  years .  (4%) 

(d)  Junior,  9,  10,  11  years .  (4%) 

(e)  Intermediate,  12,  13,  14  years .  (4%) 

(f)  Senior,  15,  16,  17  years .  (4%) 

(g)  Young  People,  18-23  years .  (4%) 

(h)  Adult,  24  years  and  above . (4%) 


PLAN  IV.  SCHOOLS  WITH  FEWER  THAN 

100  PUPILS 


1.  Committee  on  Education .  08%) 

2.  General  Officers  .  (25%) 

(a)  Director  of  Religious  Education  (Super¬ 
intendent)  .  05%) 

(b)  Secretary-Treasurer  .  (10%) 

3.  Class  Teachers .  (42%) 

Selected  within  the  limits  of  the  following  age 
groups : 

(a)  Cradle  Roll  and  Beginners,  1-5  years. . .  .  (6%) 

(b)  Primary,  6,  7,  8  years .  (6%) 

(c)  Junior,  9,  10,  11  years .  (6%) 

(d)  Intermediate,  12,  13,  14  years .  (6%) 

(e)  Senior,  15,  16,  17  years .  (6%) 

(f)  Young  People,  18-23  years .  (6%) 

(g)  Adult,  24  years  and  above . .  (6%) 

4.  Divisional  or  Departmental  Superintendent.  When¬ 

ever  there  are  two  or  more  classes  in  a  depart¬ 
ment  or  division .  05%) 


DEPARTMENTAL  ORGANIZATION 

In  actual  practice,  in  the  Indiana  Sunday  schools  discussed 
in  this  report,  children  are  grouped  into  classes  of  every  con¬ 
ceivable  age-combination.  In  some  cases  these  clases  are  united 
into  larger  departmental  organizations.  The  larger  number  of 
schools  have  no  departmental  classifications,  and  only  seven  of 
[186] 


ORGANIZATION  OF  SUNDAY  SCHOOLS 


the  entire  256  schools  surveyed  conform  to  either  the  six-  or 
seven-department  plan  approved  by  the  Sunday  School  Coun¬ 
cil  of  Evangelical  Denominations  and  the  International  Sunday 
School  Association.  On  the  basis  of  the  entering  ages  of 
pupils  the  2,554  classes  in  251  Indiana  Sunday  schools  may 
be  roughly  classified  into  nineteen  groups  as  follows : 


Name  of  Group  Entering  Age 

Nursery  .  3 

Kindergarten  .  3 

♦tBeginners  .  4 

Beginners  .  4 

♦fPrimary .  6 

Primary .  6 

♦Junior .  9 

fjunior .  9 

Junior . .  9 

♦Intermediate .  12 

Intermediate .  13 

Intermediate .  12 

♦Senior .  15 

tSenior .  17 

Senior .  15 

♦Young  People .  18 

tAdult  .  21 

♦Adult  .  25 

Main  School .  Any  age 


Ages  Included 

No.  of  Classes 

3,  only 

29 

3  and  above 

146 

4  and  5 

1 7 

4  and  above 

90 

6,  7  and  8 

73 

6  and  above 

79 

9,  10  and  11 

37 

9,  10,  11  and  12 

90 

9  and  above 

360 

12,  13  and  14 

30 

13,  14,  15  and  16 

7 1 

12  and  above 

217 

15,  16  and  17 

16 

17,  18,  19  and  20 

4i 

15  and  above 

24 

18-24 

16 

21  and  above 

4i 

25  and  above 

16 

All  ages 

1,161 

The  names  included  in  the  first  column  are  not  usually 
applied  to  all  the  age-groups  named.  In  many  cases  they  are 
designated  by  a  class  number  or  a  class  name.  These  age- 
groups  are  used  in  this  classification  to  show  the  different 
methods  of  classifying  children  of  the  different  entering  ages. 
The  departments  marked  *  conform  to  the  present  approved 
standard  age-groupings ;  the  departments  marked  f  conform 
to  an  earlier  age-grouping  which  was  promoted  for  nearly  a 
decade  in  Indiana  and  other  states.  It  is  again  apparent,  as 
one  examines  this  table,  that  the  departmental  classification 
of  the  Indiana  Sunday  schools  has  not  been  successfully 
achieved.  When  1,161  classes  out  of  2,554  are  open  to  all 
ages;  when  there  are  90  classes  of  beginners  that  make  no 
age  limit  for  the  group,  to  only  17  with  a  fixed  age  limit; 
when  there  are  360  classes  of  juniors  with  no  age  limit,  to  a 
total  of  127  classes  with  either  old  or  the  new  age  limits, 

[187] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


etc., — it  is  evident  that  the  efforts  of  the  denominational  and 
interdenominational  Sunday  school  secretaries  have  not  been 
attended  by  a  large  measure  of  success. 

Departmental  organization  is,  in  many  cases,  merely  a  new 
arrangement  of  classes  without  the  inclusion  of  the  super- 

TABLE  XXIII  — THE  NUMBER  OF  DEPARTMENTAL  TEACH¬ 
ERS’  MEETINGS  HELD  DURING  ONE  YEAR  BY  216 
INDIANA  SUNDAY  SCHOOLS,  DISTRIBUTED 
WITH  REFERENCE  TO  THE  RURAL 
OR  URBAN  LOCATION  OF 
THE  SCHOOLS 

Number  of  Schools  Holding  the  Number  of  Departmental 
Departmental  Teachers’  Meetings  Indicated: 

Teachers’ 

Meetings  rural  and  urban  rural  urban 

Held  in 

One  Year  Number  Per  Cent.  Number  Per  Cent.  Number  Per  Cent. 


Total. . . 

216 

100.0 

92 

42.6 

124 

574 

0 . 

186 

82.3 

9i 

98.9 

95 

76.6 

1 . 

1 

•4 

0 

0 

1 

.8 

2 . 

2 

•9 

0 

0 

2 

1.6 

3 . 

I 

•4 

0 

0 

1 

.8 

4 . 

2 

•9 

0 

0 

2 

1.6 

5 . 

I 

•4 

0 

0 

1 

.8 

6 . 

3 

1.4 

0 

0 

3 

2.4 

7 . 

0 

0 

0 

0 

0 

0 

8 . 

3 

14 

0 

0 

3 

2.4 

9 . 

0 

0 

0 

0 

0 

0 

10 . 

3 

1.4 

0 

0 

3 

2.4 

11 . 

2 

•9 

0 

0 

2 

1.6 

12 . 

6 

2.8 

1 

1. 1 

5 

4.0 

13 . 

0 

0 

0 

0 

0 

0 

14 . 

0 

0 

0 

0 

0 

0 

15-19 . 

'  2 

•9 

0 

0 

2 

1.6 

20-24 . 

1 

•4 

0 

0 

1 

.8 

25  and  above 

3 

1.2 

0 

0 

3 

2.4 

(Table  based  on  data  from  216  of  255  schools  surveyed.) 


visory  factors  for  which  departmental  organization  is  sup¬ 
posed  to  stand.  Departmental  teachers’  meetings,  and  other 
social  and  business  meetings  held  during  the  year,  would  be 
one  method  of  measuring  the  activity  of  departmental  or¬ 
ganizations.  Table  XXIII  shows  that  in  216  Sunday  schools 
there  were  186,  or  82.3  per  cent.,  in  which  there  were  no 
departmental  teachers’  meetings  during  the  twelve  months 
preceding  the  date  of  this  survey.  Thirty  schools  report  from 

[188] 


ORGANIZATION  OF  SUNDAY  SCHOOLS 


TABLE  XXIV  — DISTRIBUTION  OF  DEPARTMENTAL  SOCIAL 
AND  BUSINESS  MEETINGS  FOR  TEACHERS  AND 
OFFICERS,  AND  PUPILS  IN  250  INDIANA 
SUNDAY  SCHOOLS 


DEPARTMENT 


DEPARTMENTAL  SOCIAL  DEPARTMENTAL  SOCIAL 
AND  BUSINESS  MEET-  AND  BUSINESS  MEET¬ 
INGS  FOR  TEACHERS,  INGS  FOR  PUPILS 
OFFICERS  AND  PARENTS 


Cradle  Roll  . 

Number 

schools 

. :  0 

Number 

meetings 

0 

Number 

schools 

0 

Number 

meetings 

2 

Nursery  . 

.  5 

6 

I 

8 

Beginners  . 

.  4 

8 

1 

1 

Primary  . 

.  4 

12 

I 

2 

Junior  . 

.  7 

3i 

11 

126 

Intermediate  . 

.  6 

44 

16 

493 

Senior  . 

3 

5 

85 

Young  People  . 

.  3 

9 

6 

147 

Adult  . 

1 

4 

40 

Home  . 

0 

1 

2 

3  Main  School  . 

.  8 

57 

40 

573 

1  Undistributed  . 

.  15 

140 

26 

881 

1  Meetings  reported  but  department  not  designated. 

3 .These  meetings  of  the  main  school  are  not  strictly  departmental  meetings,  but  they 
are  included  in  order  to  show  the  comparative  activity  of  the  “main  school”  and  the 
departments. 


one  to  sixty  meetings  each  year.  There  are  virtually  no 
departmental  teachers’  meetings  in  the  rural  schools.  The 
number  of  social  and  business  meetings  held  during  the  same 
year  by  250  Sunday  schools  is  shown  in  Table  XXIV. 


No.  of  Departmental 

Classes  Groups  Per  Cent 

0  20  40  60  80  100 


282 

Beginners 

152 

Primary 

1.161 

Main  School 

487 

Junior 

318 

Intermediate 

•57 

Young  People 

81 

Senior 

16 

Adult 

2.554 

Total 

Unorganized 


l;-VUl  Organized 


Chart  XI  —  Distribution  of  2,554  Organized  and  Unorganized  Classes 

by  Departmental  Groups. 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


The  departmental  meetings  of  all  kinds  are  limited  to  a 
very  few  schools,  and  virtually  all  of  these  are  urban  schools. 
Junior  and  intermediate  departments  are  most  active. 

Parent-teachers’  meetings,  either  for  the  school  as  a  whole 
or  for  the  departments,  are  almost  unknown.  Out  of  202 
schools  reporting  on  this  subject  only  two  had  had  meetings 


Wo.  or 
Classes 


Departmental 
Groups 


487 

Junior 

318 

Intermediate 

57 

Youno  People 

152 

Pr 1  MARY 

16 

Adult 

81 

Senior 

1.161 

Main  School 

282 

Beginners 

2.554 

Total 

Per  Cent 


Male 


6883  Female 


Mixes 


Chart  XII  —  Sex- Segregation  in  2,554  Sunday  School  Classes 
Distributed  by  Departmental  Groups. 


of  this  sort  within  a  year.  One  of  these  schools  had  held 
one  such  meeting  and  the  other  had  held  six.  Both  were 
urban  schools. 

One  hundred  five  departmental  superintendents  reported 
the  following  number  of  assistants : 

54  departments  had  no  assistants. 


21 

ft 

it 

1 

assistant. 

15 

tt 

it 

2 

assistants. 

5 

n 

ti 

3 

tt 

3 

a 

ft 

4 

n 

2 

tt 

ft 

5 

tt 

3 

it 

ft 

6 

tt 

1 

department 

ft 

8 

tt 

1 

it 

ft 

11 

tt 

[190] 


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[191] 


(Table  based  on  data  from  224  of  256  schools  surveyed.) 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


One  hundred  forty-eight  departmental  superintendents  re¬ 
ported  on  the  number  of  classes  in  their  departments.  The 
median  number  of  classes  for  the  148  departments  is  5.7. 
There  are,  therefore,  as  many  departments  with  5  or  fewer 
classes  as  there  are  with  six  or  more  classes.  One  hundred 
thirty-seven  departmental  superintendents  report  a  median  of 
6.8  teachers  with  the  mode,  or  most  common  group, '6.  If 
the  six-teacher  department  is  the  most  common  department, 
it  is  clear  that  departmental  organization  has  not  found  its 
way  into  the  smaller  schools.  Table  XXV  shows  the  dis¬ 
tribution  of  departmental  officers  in  rural  and  urban  schools. 

THE  ORGANIZED  CLASS 

Table  XXVI  shows  the  distribution  of  2,554  classes  in 
251  Sunday  schools.  Of  the  classes  775,  or  30.3  per  cent.,  are 
organized.  Approximately  18  per  cent,  of  the  classes  in  the 
non-departmentalized  “main  schools’1  are  organized.  There 
are  912  mixed  classes,  130  of  which  are  organized.  Of  this 
number,  545  are  in  the  “main  school'’  or  non-departmentalized 
group.  There  are  918  classes  of  females,  404  of  which  are 
organized,  and  there  are  724  classes  of  males,  241  of  which 
are  organized.  Taken  as  a  whole,  three  out  of  every  ten 
classes  are  organized.  Eleven  out  of  every  25  female  classes 
are  organized;  a  little  more  than  three  out  of  every  ten  male 
classes  are  organized;  one  out  of  every  seven  mixed  classes 
is  organized.  The  great  majority  of  the  mixed  classes  are 
in  the  “main  school”  group.  The  most  popular  groups  for 
organized  classes  are  the  junior  and  intermediate  grades. 
While  class  organization  is  not  limited  to  any  age  or  sex  or 
type  of  school  the  facts  justify  the  statement  that  the  organ¬ 
ized  class  movement  has  been  more  popular  among  females 
than  among  males;  more  popular  in  graded  than  in  ungraded 
schools;  more  popular  with  early  and  middle  adolescents  than 
with  other  groups.  The  same  table,  Number  XXVI,  shows 
that  sex-segregation  begins  even  in  the  nursery,  and  extends 
throughout  the  entire  school. 

[192] 


ORGANIZATION  OF  SUNDAY  SCHOOLS 


The  following  table  shows  the  tendency  towards  sex 
segregation  in  251  Sunday  schools. 


Age  Group 

Total 

Males 

Females 

Mixed 

Total  number  of  classes  for  all 
groups  . . . 

2,554 

724 

918 

912 

Beginners  . 

282 

45 

44 

193 

Primary  . 

162 

42 

43 

77 

Junior  . 

487 

205 

237 

45 

Intermediate  . 

318 

122 

147 

49 

Senior  . 

65 

15 

43 

7 

Young  People  . 

56 

15 

38 

3 

Adults  . 

16 

4 

11 

1 

“Main  School”  . 

1,161 

270 

345 

546 

Charts  XI  and  XII  show  the  distribution  of  organized 
and  unorganized  classes,  and  the  facts  of  sex-segregation 
throughout  certain-age-groupings,  roughly  formed  from  the 
more  detailed  groupings  in  Table  XXVI.  (Seepp.  304-30 7.) 

III.  Summary 

a.  The  majority  of  the  Sunday  schools  are  small  schools. 

b.  Seventy  per  cent,  of  the  Sunday  schools  are  completely 
ungraded  and  only  2.8  per  cent,  are  completely  graded. 

(c)  There  is  a  direct  relationship  between  the  size  of  the 
Sunday  school  and  both  graded  organization  and  graded 
instruction. 

(d)  A  “Four-Plan”  Organization  scheme  is  suggested  to 
meet  the  demands  of  schools  of  widely  varying  sizes. 

(e)  Nineteen  different  classification  groups  were  revealed 
in  the  survey  of  256  churches.  The  analysis  of  these  groups 
makes  it  clear  that  the  standardized  departmental  classification 
has  not  been  widely  adopted  in  Indiana  and  suggests  again 
that  this  type  of  departmental  organization  does  not  fit  the 
schools  generally  found  in  Indiana.  It  also  raises  questions 
regarding  the  efficacy  of  denominational  and  interdenomina¬ 
tional  supervision  and  promotion. 

(f)  The  small  number  of  departmental  meetings  of  all 
kinds  seems  to  be  another  evidence  that  departmental  or¬ 
ganization  is  often  a  mere  conformity  to  the  mechanical  re¬ 
quirements  of  a  new  organization-scheme,  without  the  essen¬ 
tial  activities  which  should  characterize  the  departmental 
organization. 


[193] 


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[i94] 


ORGANIZATION  OF  SUNDAY  SCHOOLS 


(g)  The  rural  schools  have  been  scarcely  touched  by 
departmental  organization. 

(h)  Three  out  of  every  ten  Sunday  school  classes  are 
organized.  Class  organization  has  had  its  greatest  popularity 
among  classes  of  females  in  the  Junior  and  Intermediate  de¬ 
partments  of  graded  schools. 


[195] 


Chapter  VII 


DEVOTIONAL  AND  MISSIONARY  ORGANIZA¬ 
TIONS  FOR  CHILDREN  AND  YOUTH  IN  THE 
LOCAL  CHURCH 

/.  The  “Four-Fold”  Development  of  Children 
and  Youth 

In  addition  to  the  church  school,  there  has  grown  up 
within  the  local  churches  a  multitude  of  societies,  guilds, 
clubs,  and  fraternities,  each  offering  a  program  of  instruction, 
expression  or  recreation  for  the  children  and  youth  of  the 
church.  These  organizations  are  usually  designed  to  em¬ 
phasize  some  aspect  of  the  religious,  social,  physical  or  mental 
life  of  the  developing  human  being.  The  following  diagram 
shows  the  division  of  the  field  into  four  areas  with  the  church 
and  the  state  approaching  the  problem  from  opposite  sides. 

The  state  places  its  special  emphasis  on  the  mental  de¬ 
velopment  of  the  child.  Until  recently  the  vocational,  physical 
and  social  aspects  of  education  received  little  attention  in 
tax  supported  schools.  The  schools  of  yesterday  were  or¬ 
ganized  around  the  “intellect”  of  the  pupils.  There  is  a 
rapid  shift  in  emphasis  in  public  education  today,  and  there 
is  much  evidence  that  the  schools  of  tomorrow  will  give  large 
place  to  physical  and  social  training  without  neglecting  in¬ 
tellectual  development.  The  state  is  even  now  giving  much 
attention  to  columns  2  and  3  of  the  following  diagram.  Play¬ 
ground  supervision,  athletics,  visiting  nurses,  trade  schools, 
municipal  theaters  and  social  centers  are  evidences  that  the 
state  is  entering  new  fields  of  educational  endeavor. 

The  social  and  physical  areas  have  been  “no  man’s  land.” 

[196] 


DEVOTIONAL  AND  MISSIONARY  ORGANIZATIONS 


THE  CHURCH,  THE  STATE,  AND  THE  CHILD 


T 

H 

E 

C 

H 

U 

R 

C 

H 


Column  1 


Religious 


Church 

School 


Devo¬ 
tional 
Societies 


Cradle 

Roll 

0-1-2-3 


Begin¬ 

ners 

4-5 


Primary 

6-7-8 


Junior 

9-10-11 


Inter¬ 

mediate 

12-13-14 


Senior 

15-16-17 


Young 

People 

18-23 


Adult 


Junior, 

Inter¬ 

mediate 

and 

Senior 

Devo¬ 

tional 

Societies 


Home 
Missions 


Junior, 

Inter¬ 

mediate 

and 

Young 

People’s 

Home 

Mis¬ 

sionary 

Societies 


Foreign 

Missions 


Junior, 

Inter¬ 

mediate 

and 

Young 

People’s 

Foreign 

Mis¬ 

sionary 

Societies 


Column 

2 


Social 


Column 

3 


Physical 


“No  Man’s 
Land’’ 


Column 

4 


Mental 


Public 

School 


Kinder¬ 

garten 

4-5 


Ele¬ 
mentary 
School 
6-7-8 
9-10-11 


Junior 

High 

12-13-14 


Senior 

High 

15-16-17 


College 
18-22  or 
26 


Adult 


T 

H 

E 

S 

T 

A 

T 

E 


[197] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Unoccupied  by  either  state  or  church,  this  territory  invited  all 
sorts  of  voluntary  agencies.  There  was  an  acknowledged 
need;  and  many  worthy  efforts  were  made  to  fill  the  need — 
some  independent,  some  sponsored  by  the  church  and  some 
by  non-church  agencies.  At  the  present  time  columns  2  and 
3  are  occupied  by  a  “wild  growth”  of  voluntary  organizations 
of  widely  varying  worth. 

The  church  makes  its  attack  upon  the  problem  from  the 
side  of  religion.  Carefully  graded  church  schools  have  been 
developed  with  age-groups  corresponding  to  those  of  the 
public  schools.  A  rich  curriculum  is  being  developed  and 
organized  classes  and  departments  are  providing  expressional 
work  in  religious,  social  and  recreational  lines.  In  other 
words,  the  church  school  is  filling  all  of  column  i  and  extend¬ 
ing  its  activities  over  into  “no  man’s  land”  where  it  comes 
into  contact  with  the  indigenous,  voluntary  organizations  that 
have  possession  of  the  field  and  do  not  want  to  give  way  to 
“late  arrivals.” 

But  the  church  schools,  operating  under  the  general  direc¬ 
tion  of  denominational  Boards  of  Sunday  Schools  do  not  have 
exclusive  control  of  the  religious  area  designated  as  column  i. 
Three  other  agencies  demand  a  share  in  the  religious  training 
of  the  children  of  the  church  and  three  kinds  of  boards 
besides  the  Boards  of  Sunday  Schools  claim  the  right  to 
create  curricula  and  to  formulate  programs  of  training  with¬ 
out  consultation  with  the  other  boards  or  with  the  local  leaders 
who  must  operate  all  local  programs.  These  three  boards  are 
(i)  Young  People’s  Boards,  (2)  Women’s  Home  Missionary 
Societies,  and  (3)  Women’s  Foreign  Missionary  Societies. 
It  comes  about,  therefore,  that  four  different,  independent 
agencies  are  operating,  or  attempting  to  operate,  at  the  same 
time  on  the  children  in  the  local  church.  Overlapping,  con¬ 
fusion,  waste,  misunderstanding  are  the  fruits  of  the  division 
of  the  educational  responsibility  within  the  church;  and  “no 
man’s  land”  still  remains  without  systematic  cultivation  by 
either  state  or  church. 


[198] 


DEVOTIONAL  AND  MISSIONARY  ORGANIZATIONS 


The  Methodist  Episcopal  Church 


Religious 

Social 

Physical 

Mental 

Board 

of 

Sunday 

Schools 

Board 

of 

Epworth 

League 

Woman’s 

Home 

Mis¬ 

sionary 

Society 

Woman’s 

Foreign 

Mis¬ 

sionary 

Society 

Public 

School 

Cradle 

Roll 

0-1-2-3 

years 

Light 
Bearers 
(Under 
10  years) 

T 

H 

Begin¬ 

ners 

4-5 

years 

Mother’s 
Jewels 
(Under) 
10  years) 

Blue 
Birds 
(Under 
12  years) 

Cub 
Scout 
(Under 
12  years) 

Kinder¬ 

garten 

4-5 

years 

T 

H 

E 

Primary 

6-7-8 

years 

Ele- 

E 

King’s 

Heralds 

(8-12 

years) 

mentary 

School 

C 

Junior 

9-10-11 

years 

6-7-8 

9-10-11 

S 

H 

Junior 

Epworth 

League 

(7-16 

years) 

years 

T 

U 

Home 

Junior 

High 

School 

12-13-14 

years 

A 

R 

C 

Inter¬ 

mediate 

12-13-14 

years 

Guards 

(10-14 

years) 

Standard 

Bearers 

(12-16 

years) 

T 

E 

H 

Senior 

15-16-17 

years 

Queen 
Esther 
Circle 
(14  years 
and 
above) 

Senior 

High 

School 

15-16-17 

years 

* 

Camp 

Fire 

Girls 

* 

Boy 
Scouts 
(12  years 
and 
over) 

Young 

People 

18-23 

years 

Senior 
Epworth 
League 
(16  to  25 
or  30 
years) 

Young 

People’s 

Mis- 

(12  years 
and 
over) 

College 

Young 

Woman’s 

Auxiliary 

sionary 

Society 

and 

Profes- 

Adult 

(above 
16  years) 

sional 
Schools 
18-22  or 
26  years 

•Program  includes  social,  physical  and  recreational  features. 


[199] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


II.  “Four-Fold”  Division  of  Fabor 

It  is  the  purpose  of  this  section  to  show  the  effect  of  this 
division  of  labor  in  the  religious  education  of  the  children  in 
the  local  church.  In  order  to  make  the  general  condition 
definite  and  concrete,  three  representative  denominations  will 
be  studied,  namely:  Methodist  Episcopal,  Presbyterian  and 
Baptist.  The  chart  on  page  199  shows  the  organizations 
there  would  be  in  a  local  Methodist  Episcopal  church  if  the 
church  were  operating  all  the  societies  for  education  promoted 
by  the  General  Conference  Boards  of  that  denomination. 

A  glance  at  this  diagram  will  show  that  a  Methodist  Epis¬ 
copal  church  which  maintains  all  the  organizations  for  the 
training  of  children  and  youth,  operated  or  approved  by  an 
overhead  church  Board,  will  have  an  eight-department  church 
school  and  fourteen  other  organizations.  In  theory  three 
Methodist  women  call  on  the  new-born  baby  in  a  Methodist 
home;  one  to  enroll  the  baby  in  the  Cradle  Roll  of  the  church 
school,  thus  assuring  it  a  contact  with  the  general  educational 
work  of  the  church;  one  to  enroll  it  in  Mother’s  Jewels  in 
order  that  from  its  infancy  it  may  be  interested  in  the  great 
work  of  the  Woman’s  Home  Missionary  Society,  and  a  third 
to  enroll  it  in  the  Light  Bearers,  thus  guaranteeing  the  per¬ 
petuity  of  the  world-wide  program  of  the  Women’s  Foreign 
Missionary  Society.  An  eight-year-old  Methodist  child,  in 
order  to  get  all  of  the  training  which  the  church  boards  deem 
essential  for  all  Methodist  children,  will  be  a  member  of  the 
following  organizations:  (1)  The  Primary  Department  of  the 
Church  School;  (2)  The  Junior  Ep worth  League;  (3) 
Mother’s  Jewels;  (4)  Light  Bearers;  (5)  Blue  Birds  or  Cub 
Scouts;  and  (6)  The  Elementary  Public  Schools.  Six  differ¬ 
ent  programs,  six  different  loyalties,  six  different  leaders, 
present  to  the  simple  minds  of  eight-year-old  children  con¬ 
fused  and  complex  situations  that  they  are  unable  to  carry. 
The  fifteen-year-old  boy  or  girl  would  be  a  member  of  an 
organized  class  in  the  senior  department  of  the  church  school 
with  missionary  and  correlated  expressional  work  for  through- 

[200] 


The  Presbyterian  Church,  U.  S.  A, 


T 

H 

E 

C 

H 

U 

R 

C 

H 


Religious 

So¬ 

cial 

Phy- 

sica 

Mental 

Board  of 
Publica¬ 
tions 
and 

Sabbath 

School 

Work 

Board  of 
Publica¬ 
tions 
and 

Sabbath 

School 

Work 

Woman’s 
Board  of 
Home 
Mis¬ 
sions* 

Woman  8 
Board  of 
Foreign 

Mis¬ 

sions* 

Public 

School 

Cradle 
Roll 
(0- 1-2-3 
years) 

Little- 

Light 

Bearers 

(1  day 
to 

16  years) 

Little 

Light 

Bearers 

(Under 

6  years) 

Kinder¬ 

garten 

(4-5 

years) 

Beginners 

(4-5 

years) 

Primary 

(6-7-8 

years) 

Ele- 

mentary 

School 

(6-7-8 

9-10-11 

years) 

Light 
Bearers 
or  Mis¬ 
sion 

Bands. 

(6  to  12 
years) 

2Cub 

Scouts, 

2  Blue 
Birds 
and 

Brownies 

Junior 

(9-10-11 

years) 

‘Junior 

Christian 

Endeavor 

(9-10-11 

years) 

Inter¬ 

mediate 

(12-13-14 

years) 

‘Inter¬ 

mediate 

Christian 

Endea¬ 

vor 

(12-13- 
14-15-16- 
17  years) 
2Kappa 
Sigma  Pi 
2Knights 
of  King 
Arthur 
2C.C.- 
T.P. 

Light 

Bearers 

Uses 

Christian 

Endea¬ 

vor 

Society 

Junior 

High 

(12-13-14 

years) 

Senior 
(15-16- 
17  years) 

West¬ 

minster 

Circle4 

(14-18 

years) 

West¬ 

minster 

Circle 

(14-18 

years) 

*Camp 

Fire 

Girls 

*Girl 

Scouts 

Senior 
High 
(15-16- 
17  years) 

Young 

People 

(18-23 

years) 

‘Senior 

Christian 

Endea¬ 

vor 

(18-24 

years) 

West¬ 
minster 
Guild4 
(18  years 
and  over) 

West¬ 
minster 
Guild 
(18  years 
and  over) 

Young 

Women's 

Mission¬ 

ary 

Society 

(18-30 

years) 

*  Boy 
Scouts 

College 

and 

Profes¬ 

sional 

Schools 

(18-22 

and 

26  years) 

Adult 

T 

H 

E 

S 

T 

A 

T 

E 


1  Approved  and  promoted  but  not  officially  adopted. 

2  Approved  but  not  officially  promoted. 

3  The  Women’s  Board  of  Home  Missions  and  the  Woman’s  Board  of  Foreign  Mis¬ 
sions  have  joint  Presbyterial  and  Synodical  Societies  and  officers  for  the  cultivation 
of  the  Westminster  Guild  and  Light  Bearer  organizations.  The  Board  of  Publications 
and  Sabbath  School  Work  has  oversight  of  all  Young  People’s  and  Christian  En¬ 
deavor  work  in  the  churches;  but  this  board  delegates  to  the  Woman’s  Missionary 
Boards  most  of  the  missionary  cultivation  of  these  organizations. 

4  An  organized  Sunday  school  class  may  also  be  a  chapter  or  circle. 

[201] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


the-week  activities;  (2)  of  the  Junior  Epworth  League;  (3) 
of  the  Queen  Esther  Circle  (if  a  girl)  ;  (4)  of  the  Standard 
Bearers;  (5)  of  the  Camp  Fire  Girls  or  the  Boy  Scouts;  and 
(6)  of  the  Senior  High  School  with  its  social,  recreational, 
athletic,  and  literary  societies,  including  class  activities.  Here 
again  is  a  demand  upon  the  time  and  interest  of  the  high 
school  boy  or  girl  which  can  not  possibly  be  met.  Neither 
the  child  nor  the  church  can  carry  this  complex  organization. 
Which  of  all  these  organizations  will  survive  as  children  chose 
from  among  them,  and  as  churches  become  too  small  to  fur¬ 
nish  adequate  leadership  for  so  many  organizations?  The 
reader  is  now  ready  to  go  to  the  Indiana  data  and  see  how 
many  of  these  possible  organizations  were  in  active  operation 
in  the  sixty-three  Methodist  Episcopal  churches  surveyed  in 
that  state.  Before  introducing  that  data  it  will  be  profitable 
to  examine  two  other  religious  denominations  to  make  it  clear 
that  the  Methodist  Episcopal  Church  is  in  no  sense  an  excep¬ 
tion  to  the  rule.  In  fact,  these  three  denominations  are  pre¬ 
sented  because  they  illustrate  the  general  practice  of  all 
Protestant  Christian  denominations  in  Indiana.  (Pages  201 
and  203.) 

In  the  Presbyterian  church  two  most  commendable  ten¬ 
dencies  are  in  evidence :  ( 1 )  The  uniting  of  the  church  school 
and  the  young  people’s  societies,  including  the  Christian 
Endeavor  societies  under  the  same  overhead  organization, 
thus  facilitating  the  coordination  of  all  educational  and  ex- 
pressional  work;  (2)  The  cooperation  of  woman’s  boards  in 
the  promotion  of  their  educational  work  and  a  willingness  to 
use  church  school  agencies  as  the  normal  avenues  for  mis¬ 
sionary  education.  This  second  tendency  should  be  encour¬ 
aged  and  greatly  extended. 

In  the  Baptist  church  the  Woman’s  Home  Mission  Society 
and  the  Woman’s  Foreign  Missionary  Society  unite  in  their 
missionary  education  work  through  a  Department  of  Mission¬ 
ary  Education  in  the  Baptist  Board  of  Education.  This  leaves 
three  distinct  educational  programs,  with  three  distinct  over¬ 
head,  promotion  agencies,  for  each  Baptist  church. 

[202] 


DEVOTIONAL  AND  MISSIONARY  ORGANIZATIONS 

The  Baptist  Church  (Northern  Convention) 


Religious 

Social 

Physical 

Mental 

Sunday 
School 
and  Pub¬ 
lication 
Society 

Baptist 
Young 
People's 
Union  of 
America 

Baptist 
Board  of 
Education 
in  Coopera¬ 
tion  with 
Woman's 
Home  and 
Foreign  Mis¬ 
sion  Societies 

Public 

School 

Cradle 

RoU 

(0-1-2-3 

years) 

Jewels 

Beginners 
(4-5  years) 

(Under  6) 

Kinder¬ 
garten 
(4-5  years) 

T 

Primary 

(6-7-8 

years) 

rp 

X 

H 

E 

Heralds 

Elementa- 
ry  School 
(6-7-8-9- 
10-11 
years) 

1 

H 

E 

(6-9  years) 

c 

Junior 

(9-10-11 

years) 

Q 

V. 

H 

U 

R 

C 

H 

Jr.  Young 
People’s 
Union 
(9-12years) 

Crusaders 
(9-12  years) 

Cub 

Scouts 

0 

T 

A 

nr* 

Inter- 

Junior 

High 

School 

(12-13-14 

years) 

i 

E 

mediate 

(12-13-14 

years) 

Junior  World 
Wide  Guild 
(12-15  years) 

World 
,  Wide 
Guild 
(16-24 
years) 

Senior 

(15-16-17 

years) 

Inter¬ 

mediate 

Young 

People’s 

Union 

(13-15 

years) 

Senior 

Young 

People’s 

Union 

(16-25 

years) 

Boy 

Scouts 

Senior 

High 

School 

(15-16-17 

years) 

Young 

People’s 

(18-23 

years) 

College 
and  Pro¬ 
fessional 
Schools 
(18-22  or 
26  years) 

Adult 

[203] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


III.  Distribution  of  Societies 

We  are  now  ready  to  examine  the  data  secured  from  a 
survey  of  the  various  societies  for  children  and  youth  in  256 
Indiana  churches.  The  first  question  concerns  the  number 
and  distribution  of  such  societies.  There  were  at  the  time 
the  Indiana  data  were  secured,  333  societies  in  the  256  churches 
surveyed.  This  number  includes  but  four  organizations  that 
are  not  definitely  known  to  be  “church”  societies.  Such  or¬ 
ganizations  as  the  Boy  Scouts,  Camp  Fire  Girls,  etc.,  are  not 
included  in  this  list  which  is  purposefully  limited  to  organiza¬ 
tions  sponsored  by  a  local  church  or  denominational  board, 
in  addition  to  the  organizations  connected  with  the  church 
school.  These  333  organizations  are  distributed  as  follows : 


Number  of  Organisations 
in  Each  Church 

No  organizations . 

One  organization . 

Two  organizations . 

Three  organizations . 

Four  organizations . 

Five  organizations . 

Six  organizations . 

Seven  organizations . . 

Eight  organizations . . 

Nine  organizations . 


Number  of  Churches  Hairing 
Number  of  Organisations 
Indicated  on  Left 


119 

46.5% 

46 

18.0  “ 

42 

16.4  “ 

25 

9.8  “ 

10 

3-9  “ 

6 

2.3  “ 

3 

1.2  “ 

2 

.8  “ 

1 

•4“ 

2 

.8  “ 

This  table  tells  a  significant  story.  More  than  46  per  cert. 
(46.5)  of  the  churches  surveyed  have  no  organisations  for 
children  and  youth  except  the  church  school.  Eighteen  per 
cent,  have  but  one  organization  in  addition  to  the  church 
school.  The  explanation  is  clear — the  small  church  exhausts 
its  leadership  in  (Cmanning,,  its  church  school.  Forty-three 
per  cent,  of  the  church  schools  have  fewer  than  100  pupils 
enrolled,  and  46  per  cent,  of  the  churches  have  no  organiza¬ 
tions  for  children  and  youth,  under  church  direction,  except 
the  church  school.  (See  Chart  XIII.)  .It  is  clearly  evident 
that  unless  a  denomination  can  get  its  missionary  and  devo¬ 
tional  program  fully  expressed  through  the  church  school 

[204] 


DEVOTIONAL  AND  MISSIONARY  ORGANIZATIONS 


these  types  of  training  will  be  denied  to  the  children  in  46 
per  cent,  of  its  churches.  The  one  organization  that  reaches 
all  of  the  churches  is  the  church  school.  Forty-six  out  of  each 
one  hundred  churches  have  no  other  educational  organization ; 
eighteen  out  of  each  one  hundred  have  one  additional  organ¬ 
ization,  usually  of  the  devotional  type ;  sixteen  out  of  each 
one  hundred  have  two  additional  organizations.  Not  a  single 


Number  of  Organizations 


Chart  XIII  —  Distribution  of  333  Church  Societies  for  Children 
and  Youth  in  256  Indiana  Churches. 


Methodist  Episcopal  church  surveyed  had  all  of  the  officially 
approved  organizations  of  that  denomination;  and  it  is  the 
same  with  the  other  religious  bodies.  A  divided  leadership, 
therefore,  deprives  large  numbers  of  children  of  the  full  educa¬ 
tional  program  of  the  church.  This  fact  is  shown  by  the 
above  statistics;  it  is  reinforced  by  the  fact  that  in  churches 
with  a  number  of  societies  under  separate  leadership  many 
children,  unable  to  carry  the  work  of  all  organizations,  are 
deprived  of  the  training  which  has  been  allocated  to  the 
society,  or  societies,  which  could  not  be  included  in  the  child’s 
weekly  program. 


[205] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


IF.  Classification  of  Societies 

For  purposes  of  detailed  study,  the  societies  surveyed  have 
been  classified  on  the  basis  of  types  of  programs  offered  and 
age-groups  served.  As  to  types  of  programs,  all  societies  were 
divided  into  two  groups — Devotional ,  and  Missionary.  As  to 
age-groups,  three  general  classes  were  recognized:  (a)  Senior, 
including  young  people  18  years  of  age  and  above;  (b)  Inter¬ 
mediate,  including  young  people  from  12  years  to  18  years 
of  age,  and  (c)  Junior,  including  all  children  under  12  years 
of  age.  Of  the  333  societies  found  in  the  256  churches,  sixty- 
seven  were  not  carefully  surveyed,  and  twenty-six  of  these 
surveyed  were  excluded  from  the  classification  because  they 
were  local  organizations,  such  as  athletic  clubs;  because  im¬ 
portant  data  were  missing;  or  because  of  some  other  valid 
reason.  This  leaves  240  societies  for  which  complete  informa¬ 
tion  was  available.  The  following  is  the  classification  of  these 
societies : 


THE  DEVOTIONAL  GROUP 

(1)  Senior  (18- +  years) 

(a)  Baptist  Young  People’s  Union — 22  societies. 

(b)  Young  People’s  Society  of  Christian  Endeavor — 
45  societies. 

(c)  Epworth  League — 28  societies. 

(d)  Other  organizations  (Luther  Leagues,  Christian 
Union,  etc.) — 12  societies. 

Total — 107  societies. 

(2)  Intermediate  (12-17  years) 

(a)  Baptist  Young  People’s  Union — 4  societies. 

(b)  Christian  Endeavor — 11  societies. 

(c)  Epworth  League — 3  societies. 

(d)  Other  organizations — o  societies. 

Total — 18  societies. 

(3)  Junior  (under  12  years) 

(a)  Baptist  Young  People’s  Union — 2  societies. 

(b)  Christian  Endeavor — 11  societies. 

(c)  Epworth  League — 6  societies. 

(d)  Other  organizations — 3  societies. 

Total — 22  societies.  • 


[206] 


DEVOTIONAL  AND  MISSIONARY  ORGANIZATIONS 


THE  MISSIONARY  GROUP 

(1)  Senior  (18-  +  years) 

(a)  Young  Women’s  Missionary  Societies — io  so¬ 
cieties. 

(b)  World  Wide  Guild — 4  societies. 

(c)  Queen  Esther  Circles — 10  societies. 

Total — 24  societies. 

(2)  Intermediate  (12-17  years) 

(a)  Junior  Young  Women’s  Societies — 8  societies. 

(b)  Standard  Bearers — 7  societies. 

(c)  Junior  World  Wide  Guild — 3  societies. 

(d)  Home  Guards — 4  societies. 

(e)  Other  Mission  Bands — 5  societies. 

Total — 27  societies. 

(3)  Junior  (under  12  years) 

(a)  King’s  Heralds — 14  societies. 

(b)  Mother’s  Jewels — 8  societies. 

(c)  Little  Light  Bearers  and  Light  Bearers — 12  so¬ 
cieties. 

(d)  Children’s  Missionary  Bands — 4  societies. 

(e)  Little  Helpers — 1  society. 

(f)  Message  Bearers — 1  society. 

(g)  Buds  of  Promise — 1  society. 

(h)  A.  B.  C.’s — 1  society. 

Total — 42  societies. 


Per  Cent 


TOTAL 


DEVOTIONAL 


MISSIONARY 


Chart  XIV  —  Distribution  of  240  Church  Societies  for  Children 
and  Youth  as  to  Type  and  Age-Group. 


[207] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


In  making  this  classification  it  has  been  necessary  to  assign 
arbitrarily  a  few  societies,  whose  age-limits  did  not  exactly 
coincide  with  the  plan  adopted. 

Summarizing  these  groupings  we  have  the  following  table : 


All  Classes  Devotional  Societies  Missionary  Societies 

Total  PerCent.  Total  PerCent.  Total  PerCent . 


Senior. . . 

240 

131 

100 

54-6 

Senior. . . 

147 

107 

100 

72.8 

Senior. . . 

93 

24 

100 

25.8 

Interme¬ 
diate  . . 

46 

18.8 

Interme¬ 
diate  . . 

18 

12.2 

Interme¬ 
diate  . . 

27 

29.0 

Junior. . . 

64 

26.7 

Junior. . . 

22 

14.9 

Junior. . . 

42 

45-2 

Sixty-one  per  cent,  of  all  the  societies  are  of  the  devotional 
type;  and  39  per  cent,  are  of  the  missionary  type.  Nearly 
three-fourths  (72.8  per  cent.)  of  the  devotional  societies  are 
of  Senior  age;  while  approximately  half  (45.2  per  cent.)  of 
the  missionary  societies  are  of  Junior  age.  (See  Chart  XIV.) 


— 

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Chart  XV  —  Age- Sex  Distribution  of  Membership  of  85  Senior, 
12  Intermediate,  and  21  Junior  Devotional  Societies. 

[208] 


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[209] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


V .  Membership  in  Societies 


AGE-SEX  DISTRIBUTION 

Table  XXVII  with  the  aid  of  Chart  XV,  reveals  among 
other  things,  the  following  facts: 

(i)  The  wide  range  covered  by  the  membership  of  senior 
societies.  The  difficulty  of  providing  satisfactory  work  for 
such  widely  differing  groups  in  one  society  is  apparent.  Why 
do  not  these  societies  organize  separate  societies?  Where 
would  they  get  leaders  for  more  societies? 


MARRIED 


MEMBERS  BETWEEN  1 8 
AND  24  YEARS  OF  AGE 


MEMBERS  OVER  25 
YEARS  OF  AGE 


Chart  XVI  —  Marital  State  of  Senior  Devotional  Groups. 


(2)  The  large  percentage  of  mature  members.  Not  only 
are  many  members  beyond  25  years  of  age,  but  10  per  cent,  of 
those  between  18  and  24  years  of  age,  and  56.48  per  cent,  of 
those  over  25  years  of  age  are  married.  (See  Chart  XVI.) 

(3)  The  relatively  large  percentage  of  male  membership. 
The  fact  that  39.28  per  cent,  of  the  membership  of  these 
societies  are  males  and  60.7  per  cent,  are  females  suggests  that 
carefully  organized  effort  might  bring  the  sexes  into  equal 
representation  in  the  work  of  the  church. 

Table  XXVIII  with  the  aid  of  Chart  XV  shows  again  a 
wide  range  of  membership,  and  suggests  inadequate  leadership 
and  small  churches.  The  division  of  the  sexes  (38.8  male, 
and  61.2  female)  is  substantially  the  same  as  in  the  senior 
groups.  Table  XXIX  and  Chart  XV  show  the  same  wide 

[210] 


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[213] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


range  of  ages  in  the  membership  of  Junior  groups  and  about 
the  same  sex  distribution  (Males,  40.7;  female,  59.3). 

The  first  fact  which  attracts  the  reader  in  Table  XXX  is 
the  absence  of  young  men  from  senior  missionary  societies. 
Tables  XXXI  and  XXXII  with  Chart  XVII  show  the  in- 


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Chart  XVII  —  Age-Sex  Distribution  of  Members  of  20  Senior, 
23  Intermediate,  and  35  Junior  Missionary  Societies. 


crease  of  the  male  sex  in  the  younger  grades.  The  age-sex 
percentage  for  the  three  groups  is : 

Senior  group:  Males,  0%  ;  females,  100%. 

Intermediate  group  :  Males,  9.7%  ;  females,  90.3%. 

Junior  group:  Males,  38.5%;  females,  61.5%. 

These  figures  suggest  the  inquiry:  Is  missionary  training 
only  for  women,  girls  and  small  boys ?  The  same  wide  age- 
range  which  was  noted  in  the  devotional  groups  is  found  in  the 
missionary  groups. 

[214] 


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DEVOTIONAL  AND  MISSIONARY  ORGANIZATIONS 


ENROLLMENT  AND  AVERAGE  ATTENDANCE 

Table  XXXIII  tells  the  story  of  attendance  in  devotional 
and  missionary  societies  as  accurately  as  is  possible  with  the 
present  inadequate  accounting  system  of  these  societies.  It 
seems  not  to  have  occurred  to  the  leaders  of  these  societies 
that  records  of  any  kind  are  a  vital  part  of  their  work.  In 
many  cases  there  is  no  accurate  record  of  the  names  of  mem¬ 
bers.  In  some  societies  there  is  a  monthly  “roll  call”  but  it  is 
unusual  for  a  society  to  preserve  the  records  of  these  roll 
calls.  The  surveyors,  in  securing  the  data  which  have  gone 
into  Table  XXXIII,  used  the  data  which  were  matters  of 
record  and  then  added  information  which  seemed  to  be  reason¬ 
ably  accurate  from  the  testimony  of  officers  and  workers  who, 
in  conference,  agreed  on  the  estimates  furnished  the  surveyor. 
This  entire  survey  has  sought  to  base  its  statements  on  actual 
facts  that  are  matters  of  record.  This  exception  gives  occa¬ 
sion  to  comment  on  the  care  which  was  exercised  throughout 
the  survey  in  securing  accurate  data,  and  also  to  emphasize 
the  deplorable  state  of  the  records  in  most  devotional  and  mis¬ 
sionary  societies. 

There  is  a  striking  uniformity  in  the  percentage  of  attend¬ 
ance  at  the  weekly  or  monthly  meetings  of  all  societies.  The 
Senior  devotional  societies  have  the  largest  average  member¬ 
ship,  and  the  Intermediate  devotional  societies  have  the  largest 
percentage  of  membership  in  attendance  at  regular  meetings. 

VI.  Basis  of  Promotion 

Do  the  societies  discussed  in  this  chapter  promote  their 
members  on  the  basis  of  age,  school  grade,  examinations  or 
tests,  on  the  completion  of  a  course  of  training,  or  do  they 
have  no  method  or  plan  of  promotion?  Of  85  Senior  devo¬ 
tional  societies,  20  omitted  the  question  regarding  promotions ; 
56  had  no  promotion  plans ;  5  promoted  on  age  basis  and  one 
on  age  and  school  grade.  Of  18  Intermediate  societies,  3 
omitted  the  question;  5  had  no  promotion  plans,  and  10  pro¬ 
moted  on  the  basis  of  age.  Of  22  Junior  societies,  4  omitted 

[217] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  XXXIII  — MEMBERSHIP  AND  ATTENDANCE  IN 
DEVOTIONAL  AND  MISSIONARY  SOCIETIES 


i.  Senior  Devotional  Societies 
40  Senior  Young  People’s  Society 
of  Christian  Endeavor.... 
21  Baptist  Young  People’s  Union 

24  Ep worth  League . 

10  Other  Senior  Societies . 

Average  of  95  Societies 

2.  Intermediate  Devotional 
Societies 

10  Intermediate  Christian  En¬ 

deavor  Societies . 

3  Intermediate  Baptist  Young 

People’s  Unions . 

3  Intermediate  Epworth  Leagues 
Average  of  16  Societies 

3.  Junior  Devotional  Societies 

11  Junior  Christian  Endeavor  So¬ 

cieties  . 

2  Junior  Baptist  Young  People’s 

Union . 

5  Junior  Epworth  Leagues . 

2  Other  Junior  Societies . 

Average  for  20  Societies 

4.  Senior  Missionary  Societies 

9  Young  Women’s  Missionary 

3  World  Wide  Guilds*’/. 

9  Queen  Esther  Societies . 

Average  for  21  Societies 

5.  Intermediate  Missionary 
Societies 

8  Junior  Young  Women’s  Mis¬ 
sionary  Societies . 

7  Junior  World  Wide  Guild  and 

Mission  Bands . 

7  Standard  Bearers . 

4  Home  Guards . 

Average  for  26  Societies 

6.  Junior  Missionary  Societies 

3  Little  Light  Bearers . 

11  King’s  Heralds . 

7  Children’s  Mission  Bands  .... 

2  Mothers’  Jewels . 

Average  for  23  Societies 

[218] 


Average 

Average 

Percentage 

of 

Membership 
in  Weekly 

Membership 

Attendance 

Attendance 

45 

28 

61.4 

53 

29 

557 

63 

34 

63.1 

44 

24 

53-9 

5i 

29 

56 

30 

21 

70 

35 

23 

70 

35 

25 

71 

33 

23 

70 

33 

17 

51.0 

24 

11 

46.0 

33 

18 

57-6 

27 

15 

55-5 

26 

15 

52.5 

24 

16 

66.6 

54 

20 

37-0 

23 

15 

65.2 

34 

17 

56.2 

20 

13 

65.0 

21 

14 

66.6 

26 

14 

53-9 

23 

13 

59-4 

23 

14 

61.2 

44 

3i 

70.0 

26 

14 

54-0 

27 

18 

66.0 

98 

58 

60.0 

49  • 

30 

62.5 

DEVOTIONAL  AND  MISSIONARY  ORGANIZATIONS 


the  question;  5  had  no  plans,  and  13  promoted  on  the  basis 
of  age. 

The  promotion  plans  of  the  missionary  societies  are  indi¬ 
cated  by  the  following  statements:  Of  13  Senior  missionary 
societies,  5  omit  the  question  of  promotions,  4  have  no  pro¬ 
motion  plans;  3  promote  on  the  basis  of  age  and  1  upon  the 
completion  of  a  training  course.  Of  31  Intermediate  societies, 
8  omit  the  question,  6  have  no  plans  for  promotion,  15  pro¬ 
mote  on  the  basis  of  age  and  2  upon  the  completion  of  a  train¬ 
ing  course.  Of  28  Junior  societies,  10  omit  the  question;  1 
has  no  plans,  16  promote  on  the  basis  of  age  only,  and  one  on 
the  basis  of  age  and  school  grade. 


VII.  Study  Courses  Offered 

Only  about  one  out  of  eight  or  ten  of  the  devotional 
societies  conduct  study  courses  for  their  members.  The  exact 
proportion  will  be  seen  by  the  following  table : 

Number  Number 
Report-  Offering 
Number  Number  ing  No  One 
Societies  Omitting  Courses  or  More 
Surveyed  Question  Offered  Courses 


Senior  Devotional  Societies . 

107 

11 

82 

14 

Intermediate  Devotional  Societies 

18 

2 

13 

3 

Junior  Devotional  Societies  . 

22 

2 

1 7 

3 

Senior  Missionary  Societies . 

24 

3 

6 

15 

Intermediate  Missionary  Societies 

27 

0 

7 

18 

Junior  Missionary  Societies  . 

42 

12 

23 

15 

This  table  shows  that  the  missionary  societies  attempt  more 
study  courses  than  the  devotional  societies. 


VIII.  Leadership 

The  leadership  of  senior  societies  of  both  the  devotional 
and  missionary  groups  differs  in  one  or  two  important  par¬ 
ticulars  from  the  leadership  of  the  younger  groups  and  also 
from  the  leadership  of  the  church  school.  The  leaders  of 
senior  societies  are  younger  than  the  leaders  of  church  school 

[219] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


classes  or  of  younger  missionary  or  devotional  groups.  The 
Senior  Baptist  Young  People’s  Union  is  typical.  The  median 
age  of  41  leaders  is  22  with  the  mode  at  18.  The  median 
age  of  leaders  of  1 1  Little  Light  Bearer  Societies  is  37  years, 
which  is  the  median  age  of  the  church  school  teachers  of 
Indiana.  Homemakers  comprise  the  largest  group  of  church 
school  teachers  and  leaders  of  younger  missionary  and  devo¬ 
tional  groups.  The  percentage  of  homemakers  leading  senior 
societies  is  very  much  smaller  than  either  of  these  groups.  It 
is  also  true  that  leaders  of  senor  societies  have  fewer  church 
responsibilities  than  do  church  school  teachers  or  leaders  of 
other  church  societies. 

It  is  not  within  the  scope  of  a  chapter  on  organization  to 
discuss  the  content  of  the  curriculum  or  the  qualifications  of 
leaders.  It  is  proper,  however,  to  call  attention  to  two  facts 
which  vitally  affect  the  organization  of  the  religious  education 
in  a  local  church ;  namely :  ( 1 )  An  unnecessary  multiplication 
of  organizations,  especially  in  small  churches,  decreases  the 
efficiency  of  the  educational  work  of  the  church  by  calling 
leadership  from  an  already  under-manned  organization  to 
inaugurate  a  new  society  which  in  turn  will  be  under-manned. 
The  expedient  of  having  the  same  person  supervise  two  under¬ 
manned  organizations  divides  the  energy  of  the  leader  and 
confuses  the  children.  (2)  The  necessity  of  reporting  to 
overhead  leaders  of  societies  which  have  denominational  ap¬ 
proval  often  leads  local  leaders  to  organize  societies  in  order 
to  secure  denominational  approval.  The  overhead  competition 
results  in  a  division  of  leadership  in  the  local  church  which  is 
often  disastrous  to  its  entire  educational  program.  There  is 
an  urgent  demand  for  a  “disarmament  conference”  among  the 
leaders  of  overhead  boards  in  order  that  local  resources  may 
be  better  organized  to  achieve  the  very  ends  which  each  board 
desires. 


IX.  Summary 

(a)  The  allocation  of  the  direction  of  various  aspects  of 
education  to  independent  church  and.  non-church  boards  or 
[220] 


DEVOTIONAL  AND  MISSIONARY  ORGANIZATIONS 


societies  has  resulted  in  a  multiplication  of  uncoordinated 
societies  in  the  local  church. 

(b)  Neither  the  child  nor  the  average  church  can  carry 
the  entire  program  provided  by  these  numerous  societies.  It 
comes  about,  therefore,  that  all  of  the  program  except  that 
provided  by  the  church  school  is  shut  out  of  46  per  cent,  of 
the  churches  because  of  lack  of  leadership;  and  a  very  large 
percentage  of  the  children  in  all  churches  do  not  participate 
in  all  of  the  program  because  of  the  physical  impossibility  of 
carrying  so  complicated  a  schedule.  Not  one  church  in  any 
denomination  zms  found  in  Indiana  which  carried  the  full 
denominational  program . 

(c)  It  is  therefore  fair  to  conclude  that  the  church  school 
is  the  basic  organization  and  that  the  message  that  any  board 
wishes  to  carry  to  all  of  the  children  of  a  denomination  must, 
in  some  way,  be  gotten  into  the  program  of  the  church  school. 

(d)  The  age-sex  distribution  tables  in  this  chapter  show: 
(1)  That  adolescent  boys  and  young  men  are  practically  un¬ 
touched  by  the  special  missionary  societies  promoted  in  local 
churches.  (2)  That  there  is  very  imperfect  grading  in  prac¬ 
tically  all  of  these  non-church-school  societies.  This  is  due  to 
four  prime  causes :  the  scarcity  of  leadership ;  the  lack  of  train¬ 
ing  for  this  specialized  leadership ;  the  fact  that  the  program  is* 
in  many  cases  promoted  by  a  board  that  does  not  make  edu¬ 
cation  its  main  task;  and  the  fact  that  boards  that  are  not 
charged  with  the  whole  educational  task  are  not  apt  to  see  the 
educational  task  as  a  whole. 

(e)  Missionary  education,  devotional  training,  recreation, 
are  all  necessary  to  a  complete  educational  program  for  the 
local  church.  This  chapter  presents  facts  which  should  call 
together  the  advocates  of  all  these  and  other  educational  inter¬ 
ests  in  a  conference  on  Unity  of  the  Educational  Work  of  the 
Local  Church. 


[221] 


Chapter  VIII 


NON-CHURCH  ORGANIZATIONS— THE  BOY 

SCOUTS  OF  AMERICA 

It  was  the  original  purpose  of  the  Survey  Staff  to  make 
an  exhaustive  study  of  the  work  of  all  non-church  agencies 
which  offer  educational  or  recreational  programs  to  pupils 
who  are  enrolled  in  the  educational  courses  of  local  churches. 
Survey  schedules  were  prepared  for  the  Boy  Scouts  of  Amer¬ 
ica,  the  Girl  Scouts,  the  Camp  Fire  Girls,  and  the  Woodcraft 
Girls.  At  the  close  of  the  survey  of  256  churches  it  was  found 
that  the  Boy  Scouts  of  America  was  the  only  one  of  these 
organizations  for  which  sufficient  data  had  been  found  to 
justify  the  tabulation  and  evaluation  of  the  facts  secured. 
This  chapter  will  attempt  to  set  forth  certain  facts  about  the 
Boy  Scouts  of  America  but  it  will  not  attempt  an  analysis  of 
the  program  and  policies  of  this  organization. 

I.  Scope  of  Boy  Scout  Inquiry 

In  the  256  churches  of  Indiana  included  in  this  Survey 
there  were  30  Boy  Scout  troops  with  a  total  membership 
of  577- 

Twenty-eight  per  cent,  of  the  boys  were  in  troops  whose 
major  affiliations  were  with  the  Young  Men’s  Christian  Asso¬ 
ciation.  With  minor  exceptions,  the  remainder  were  in  troops 
which  were  under  the  auspices  of  local  churches.  Table  XXXIV. 

Table  XXXIV  shows  the  denominational  distribution. 

For  purposes  of  comparison,  data  have  been  secured  from 
28  troops,  including  556  boys,  in  Boston  and  Malden,  Massa¬ 
chusetts;  Brooklyn,  New  York;  East  Orange,  New  Jersey; 
and  Somerset  County,  New  Jersey.  A  study  has  also  been 

[222] 


NON-CHURCH  ORGANIZATIONS 


made  of  certain  data  which  were  made  available  through  the 
courtesy  of  the  officials  of  the  National  Boy  Scouts  of  Amer¬ 
ica.  From  the  admirably  kept  records  at  the  National  Head¬ 
quarters,  309  troops,  distributed  among  34  states  and  the 
District  of  Columbia,  were  selected  for  special  study.  These 
troops  had  a  total  membership  of  6,790  boys  and  726  Scout 
Masters.  The  data  from  these  two  sources  will  be  used  in 
connection  with  the  material  secured  in  the  Indiana  Survey. 


TABLE  XXXIV  — THE  RELIGIOUS  DENOMINATION  OR 
ORGANIZATION  WITH  WHICH  5 77  BOY  SCOUTS 
IN  INDIANA  WERE  AFFILIATED 


Denominations  with  Which  the  Boys  Are 

Connected  : 


None  . 

Northern  Baptist  Convention . 

Christian  Church  . 

Disciples  of  Christ . 

Evangelical  Synod  of  North  America . 

Methodist  Episcopal  . 

Wesleyan  Methodist  Connection  of  America 

Presbyterian  Church  in  U.  S.  A . 

Presbyterian  Church  in  the  U.  S . 

Protestant  Episcopal  Church . w. 

Y.  M.  C.  A . 


Number 

Percentage 

573 

100 

11 

1.9 

16 

2.7 

25 

4-3 

62 

10.8 

13 

2.2 

216 

37-6 

8 

13 

38 

6.6 

9 

i.5 

12 

2.0 

163 

28.4 

(Table  based  on  data  from  573  of  577  scouts  surveyed.) 


II.  Age,  School  Grade  and  Scout  Rank 

The  following  composite  tables  will  show  the  age  distribu¬ 
tion  of  7480  Boy  Scouts  in  667  troops  in  thirty-four  states 
and  the  District  of  Columbia. 

The  mode  or  largest  age-group  in  the  country  as  a  whole, 
as  revealed  by  the  records  in  Scout  headquarters,  is  twelve 
years;  but  a  study  of  1,021  boys  in  58  troops  shows  the  largest 
age-group  to  be  thirteen  with  a  median  of  14. 1  years.  The 
median  age  from  the  Scout  headquarters  data  is  13  years,  1 
month  and  1  day.  The  median  age  for  the  Indiana  troops  is 
14  years,  1  month  and  11  days,  and  the  median  for  the  28 
troops  outside  of  Indiana  is  fourteen  years  and  fifteen  days. 
Chart  XVIII  compares  the  ages  of  Indiana  Boy  Scouts  with 
the  ages  of  the  Boy  Scouts  of  the  country  as  a  whole. 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  XXXV  — AGES  OF  7,480  BOY  SCOUTS  IN  309  TROOPS 
STUDIED  FROM  THE  RECORDS  AT  NATIONAL  BOY 
SCOUTS  HEADQUARTERS,  28  TROOPS  SURVEYED 
IN  MASSACHUSETTS,  NEW  YORK  AND  NEW 
JERSEY,  AND  30  TROOPS  SURVEYED 
IN  INDIANA 


Totals 

from 

All  Sources 


From  309 
Troops 
in  34 

States  and 
District  of 
Columbia 


From  28 
Troops  in 

Massachusetts,  From 
New  York  30  Troops 
and  IN 

New  Jersey  Indiana 


Totals  . 

7,811 

6,790 

444 

577 

•  •  •  • 

Not  reporting  age 

170 

132 

19 

19 

•  •  •  • 

Reporting  age  ... 

7,641 

100% 

6,658 

100% 

425 

100% 

558 

100% 

Age 

Twelve  . 

2,i59 

28.25 

1,960 

29-43 

84 

19.78 

115 

20.8 

Thirteen  . 

L949 

25-5 

1,681 

25-24 

123 

28.93 

145 

25-9 

Fourteen  . 

1,692 

22.14 

1,465 

22.00 

95 

22.35 

132 

23-7 

Fifteen  . 

1,044 

13-66 

897 

13-47 

60 

14.11 

87 

15-4 

Sixteen  . 

537 

7.02 

433 

6.50 

52 

12.23 

52 

9-4 

Seventeen  . 

188 

2.46 

160 

2.40 

7 

1.64 

21 

3-8 

Eighteen  . 

44 

-57 

38 

-57 

1 

.23 

5 

.8 

Nineteen  . 

22 

.28 

18 

.27 

3 

-7 

1 

.2 

Twenty  . 

6 

.07 

6 

.09 

0 

.0 

0 

.0 

UNITED  STATES V7777\ 
INDIANA 


15  16  17 

Years  of  Age 


.m. 


18  19 


30% 
—  25% 
20 % 
15% 

10% 
5% 

0 


20 


Chart  XVIII  —  Age  Distribution  of  Boy  Scouts  in  Indiana  and 
in  the  United  States  as  a  Whole. 


[2241 


NON-CHURCH  ORGANIZATIONS 


In  the  troops  studied  in  Indiana,  therefore,  there  are  as 
many  Scouts  above  14  years,  1  month  and  11  days  as  there 
are  below  that  age,  and  the  thirteen-year-old  Scouts  are  by 
far  the  largest  age-group. 

The  school  grade  of  456  Indiana  Boy  Scouts,  and  of  432 
Boy  Scouts  from  four  cities  and  one  county  outside  of  Indiana 
representing  a  distribution  of  58  Boy  Scout  troops,  is  shown 
in  Table  XXXVI  following.  It  is  clear  from  this  table  that 
the  Boy  Scout  program  in  these  centers  appeals  to  the  normal 

TABLE  XXXVI  — THE  AGE  OF  SCOUT  IN  YEARS  AND  PRES¬ 
ENT  GRADE  IN  SCHOOL  AS  SHOWN  BY  AGE-GRADE 
DISTRIBUTION  OF  456  INDIANA  BOY  SCOUTS  AND 
432  BOY  SCOUTS  IN  4  CITIES  AND  ONE 
COUNTY  OUTSIDE  OF  INDIANA 


Indiana 


Number  Reporting, 

Age,  and 

Age  of 

Scout 

IN 

Years 

School  Grade 

Age 

12 

13 

14 

15 

16 

17 

18 

19 

Totals 

456 

93 

128 

116 

67 

37 

12 

3 

0 

Grade 

3rd . 

2 

2 

0 

0 

0 

0 

0 

0 

0 

4th . 

4 

2 

2 

0 

0 

0 

0 

0 

0 

5th . 

6 

5 

1 

0 

0 

0 

0 

0 

0 

6th  . 

45 

21 

17 

7 

0 

0 

0 

0 

0 

7th  . 

88 

43 

29 

13 

2 

1 

0 

0 

0 

8th . 

132 

19 

62 

41 

8 

2 

0 

0 

0 

9th  . 

89 

1 

16 

37 

27 

8 

0 

0 

0 

10th  . 

60 

0 

0 

18 

24 

15 

3 

0 

0 

nth . 

20 

0 

1 

0 

6 

8 

4 

1 

0 

1 2th  . 

9 

0 

0 

0 

0 

3 

5 

1 

0 

13th  . 

1  0 

Outside  of 

0  0 

Indiana 

0 

0 

0 

1 

0 

Number  Reporting, 

Age,  and 

School  Grade 

Totals 

432 

84 

130 

95 

60 

5i 

8 

1 

3 

Grade 

3rd . 

0 

0 

0 

0 

0 

0 

0 

0 

0 

4th . 

0 

0 

0 

0 

0 

0 

0 

0 

0 

5th  . 

9 

7 

2 

0 

0 

0 

0 

0 

0 

6th  . 

5i 

27 

20 

4 

0 

0 

0 

0 

0 

7th  . 

106 

43 

36 

23 

2 

2 

0 

0 

0 

8th . 

120 

7 

60 

34 

14 

5 

0 

0 

0 

9th  . 

64 

0 

n 

25 

19 

9 

0 

0 

0 

10th  . 

54 

0 

1 

9 

19 

22 

1 

0 

2 

nth  . 

15 

0 

0 

0 

4 

7 

2 

1 

1 

1 2th . 

13 

0 

0 

0 

2 

6 

5 

0 

0 

13th . 

0 

0 

0 

0 

0 

0 

0  0 

[225] 

0 

RELIGIOUS  EDUCATION  OF  PROTESTANTS 


school-boys  from  the  sixth  to  the  tenth  grade,  the  peak  of 
interest  being  reached  with  the  eighth  grade  boys  at  thirteen 
years  of  age,  and  a  rapid  decline  of  interest  following  that 
age.  (See  also  Table  XXXVII.) 

TABLE  XXXVII  — THE  AGE  OF  SCOUT  IN  YEARS  AND  PRES¬ 
ENT  GRADE  IN  SCHOOL  AS  SHOWN  BY  AGE- 
GRADE  DISTRIBUTION  OF  888  BOY  SCOUTS 
IN  58  TROOPS  ACTIVE  IN  1920 

Age  of  Scout  in  Years 

Grade  in 


School 

Age 

12 

13 

14 

15 

16 

1 7 

18 

19 

Totals 

888 

177 

258 

211 

127 

88 

20 

4 

3 

3rd  . 

3 

2 

0 

0 

0 

0 

0 

0 

0 

4th  . 

4 

2 

2 

0 

0 

0 

0 

0 

0 

5th  . 

15 

12 

3 

0 

0 

0 

0 

0 

0 

6th  . 

96 

48 

37 

11 

0 

0 

0 

0 

0 

7th  . 

194 

86 

65 

36 

4 

3 

0 

0 

0 

8th  . 

252 

26 

122 

75 

22 

7 

0 

0 

0 

9th  . 

153 

1 

27 

62 

46 

17 

0 

0 

0 

10th  . 

114 

0 

1 

27 

43 

37 

4 

0 

2 

nth  . 

35 

0 

1 

0 

10 

15 

6 

2 

1 

12th  . 

22 

0 

0 

0 

2 

9 

10 

1 

0 

13th  . 

1 

0 

0 

0 

0 

0 

0 

1 

0 

Chart  XIX  —  Distribution  of  522  Indiana  Boy  Scouts  as  to 

Scout  Rank. 

The  Boy  Scouts  of  America  recognize  six  degrees  or 
grades  in  the  development  of  a  Scout,  as  follows:  Tenderfoot; 
Second  class;  First  class;  Life;  Star;  Eagle. 

A  study  of  typical  cases  from  the  records  at  the  Boy  Scout 
Headquarters  shows  the  predominant  group  to  be  the  Second 
Class  Scouts;  while  a  study  of  58  actual  Scout  troops  in  the 
field  shows  the  predominant  group  to  be. the  Tenderfoot  Scouts. 

[226] 


NON-CHURCH  ORGANIZATIONS 


The  following-  table  will  tell  its  own  story : 


TABLE  XXXVIII  — RANKING  OF  612  BOY  SCOUTS  ACTIVE  IN 
1919  TAKEN  FROM  RECORDS  IN  NATIONAL  BOY  SCOUTS 
HEADQUARTERS;  525  BOY  SCOUTS  IN  4  CITIES 
AND  ONE  COUNTY  OUTSIDE  OF  INDIANA 
ACTIVE  IN  1920;  AND  522  INDIANA  BOY 
SCOUTS  ACTIVE  IN  1920 


Rank 
Totals  . . . 

No  ranking 
Tenderfoot  . 
Second  class 
First  class  . 

Life  . 

Star  . 

Eagle  . 


612  Scouts 
Active 
in  1919. 
Data  from 
National 


Headquarters 

612 

100% 

0 

0 

122 

18.4 

3i4 

47-4 

167 

25.2 

4 

.6 

4 

.6 

1 

.1 

525  Scouts 
in  4 

Cities  and 
One  County 
Outside  of 
Indiana 


525 

100% 

0 

0 

235 

52.8 

148 

33-2 

35 

7-7 

1 

.2 

4 

.8 

2 

•4 

522  Scouts 
in  30 
Indiana 
Troops 


522 

100% 

5 

.1 

33i 

64.02 

137 

26.5 

46 

8.9 

1 

.2 

2 

•4 

0 

.0 

The  age-rank  correlation  of  522  Indiana  Scouts  is  shown 
in  Table  XXXIX  given  below.  Chart  XIX  shows  the  ranking 
of  522  scouts  in  30  Indiana  troops. 


TABLE  XXXIX  — THE  AGE  OF  SCOUT  IN  YEARS  AND  SCOUT 
RANK  OF  522  INDIANA  BOY  SCOUTS 

Number  Reporting  Both  Age  and  Scout  Rank 
Age  of  Scout  in  Years 


Scout  Rank 

12 

13 

14 

i5 

16 

17 

18 

19 

Total 

522 

102 

137 

124 

83 

49 

21 

5 

1 

No  rank  . 

5 

1 

1 

2 

0 

0 

1 

0 

0 

Tenderfoot  . 

33 1 

93 

103 

67 

4i 

23 

4 

0 

0 

Second  class  . . . 

137 

5 

27 

45 

30 

16 

10 

3 

1 

First  class  . 

46 

3 

6 

9 

11 

10 

6 

I 

0 

Life  . 

I 

0 

0 

0 

1 

0 

0 

0 

0 

Star  . 

2 

0 

0 

1 

0 

0 

0 

1 

0 

Eagle  . 

0 

0 

0 

0 

0 

0 

0 

0 

0 

The  greatest  number  of  the  boys  in  the  thirty  Boy  Scout 
troops  surveyed  in  Indiana  are  thirteen  years  of  age,  in  the 
eighth  school  grade,  and  of  Tenderfoot  rank.  The  median  age 
is  14. 1  years  and  the  median  Scout  is  of  Tenderfoot  rank. 

The  tables  in  this  section  show  that  the  Boy  Scouts  lose 
their  membership  at  about  the  same  time  that  the  public 
school  and  the  Sunday  school  suffer  such  marked  decline  in 

[227] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


enrollment.  In  other  words,  the  Boy  Scouts  are  organized 
within  the  “peak”  or  mode  and  they  decline  with  it.  (See 
Chart  LIX.) 


1915  1916  1917  1918  1919 


Chart  XX  —  Persistency  of  Membership  of  6,843  Boy  Scouts 
from  34  States  and  the  District  of  Columbia  Enrolled 
in  the  Boy  Scouts  of  America  for  the  First 

Time  in  1915. 

III.  Persistence  of  Membership 

Records  of  length  of  membership  were  secured  from  480 
Indiana  Boy  Scouts.  These  records  show  a  persistence  of 
membership  greater  than  that  revealed  by  a  study  of  445  Boy 
Scouts  in  four  cities  and  one  county  outside  of  Indiana. ,  The 
following  parallel  columns  will  show  the  relative  length  of 


membership  of  the  two 

groups. 

No. 

No. 

OF 

Per 

445  Boys 

OF 

Per 

480  Boys  in  Indiana  Boys 

Cent. 

Outside  of  Indiana  Boys 

Cent. 

480 

100 

445 

100 

Under  one  year . 

171 

35-6 

Under  one  year . 

220 

494 

From  one  to  two  years. 

168 

35-0 

From  one  to  two  years 

131 

29.4 

From  two  to  three 

From  two  to  three 

years  . 

82 

17.0 

years  . 

58 

130 

From  three  to  four 

From  three  to  four 

years  . 

42 

8.7 

years  . 

25 

5-6 

From  four  to  five 

From  four  to  five 

years  . 

12 

2.5 

years  . 

11 

2.5 

From  five  to  six  years 

3 

.6 

From  six  to  seven 

years  . 

2 

4 

[228] 


NON-CHURCH  ORGANIZATIONS 


For  every  ten  boys  who  join  the  Roy  Scouts  at  a  given 
time,  only  two  or  three  will  retain  their  membership  more  than 
two  years.  Table  XL  shows  the  mode  or  largest  group  to  be 
from  12  to  17  months.  It  also  shows  that  the  life  of  the  typi¬ 
cal  Indiana  Boy  Scout  is  one  year  and  seven  months. 

An  effort  has  been  made  to  compare  this  record  with  the 
country  as  a  whole.  For  purposes  of  this  comparison,  a  5  per 
cent,  distribution  was  made  from  the  records  in  National  Boy 
Scout  Headquarters  of  the  Scout  troops  of  34  states  and  the 
District  of  Columbia.  This  gave  309  troops,  from  which 
there  were  selected  all  the  boys  who  joined  for  the  first  time 
in  1915.  A  list  of  6,843  entering  Scouts  in  1915  was  thus 
secured.  The  record  of  each  of  these  Scouts  was  followed 
until  he  dropped  from  membership.  Of  the  6,843  who  entered 
in  1915,  only  3,847  remained  in  1916;  2,367  in  1917;  1,282  in 
1918,  and  only  663,  or  6.7  per  cent.,  of  the  original  6,843 
remained  in  1919.  From  these  records  it  would  appear  that 
the  period  of  membership  of  the  median  or  typical  Boy  Scout 
in  the  United  States  is  one  year nine  months  and  eighteen 
days.  Chart  XX  shows  this  fact  graphically.  See  also  Table 
XLI. 


TABLE  XL  — LENGTH  OF  MEMBERSHIP  OF  577  INDIANA 

BOY  SCOUTS 


Number  of  Months 


Percentage 
(Figured  on 
Total  Number 

Number  Reporting  Length 
of  Boys  of  Membership) 


Less  than  6 .  94 

6-1 1  .  77 

12-17  .  102 

18-23  .  66 

24-29  .  60 

30-35  .  22 

36-41  .  3i 

42-47  .  11 

48-53  .  12 

54-72  . 5 

No  information  .  97 


19.5 
15.8 

21.0 

137 

12.5 

4.6 

6.5 
2.2 

2.5 
1.0 


[229] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  XLI  — PERSISTENCE  OF  MEMBERSHIP  OF  6,843  BOY 
SCOUTS  ENTERING  309  TROOPS  IN  34  STATES  AND 
DISTRICT  OF  COLUMBIA,  IN  1915 


Number 
of  Scouts 
Initially 
Enrolled 


States  in  1915 

Totals  6,843 
Percentage  of  total  100 

New  York .  1,004 

Pennsylvania .  814 

New  Jersey .  470 

Massachusetts .  429 

Ohio  .  402 

Illinois  .  391 

Michigan  .  298 

Missouri .  233 

Connecticut  .  207 

Texas  .  206 

Indiana  .  203 

Iowa  .  165 

Virginia  .  154 

Maryland  .  144 

Wisconsin  .  136 

Kansas  .  117 

California  .  116 

Utah  .  108 

Maine  .  102 

West  Virginia .  100 

Oklahoma  .  97 

Georgia  .  91 

Minnesota  .  90 

Tennessee  .  83 

Nebraska  .  81 

North  Carolina .  79 

New  Hampshire .  77 

Colorado  .  67 

Alabama .  59 

District  of  Columbia....  55 

Vermont .  56 

South  Carolina .  54 

Kentucky  .  54 

Oregon  .  51 

Florida  .  50 


Number  of  Same  Re-Registered  in 


1916 

1917 

1918 

1919 

3,847 

2,367 

1,283 

663 

56.2 

34-6 

18.7 

6. 

456 

312 

181 

109 

266 

163 

97 

54 

300 

183 

86 

47 

297 

202 

112 

59 

244 

147 

88 

35 

220 

104 

53 

28 

204 

1 14 

50 

24 

144 

73 

25 

9 

141 

114 

74 

29 

86 

44 

18 

9 

no 

66 

29 

15 

99 

77 

45 

31 

84 

42 

21 

13 

102 

77 

56 

38 

107 

75 

47 

22 

77 

3i 

14 

6 

68 

60 

15 

8 

75 

34 

22 

14 

74 

35 

26 

15 

68 

43 

28 

13 

60 

37 

20 

8 

52 

32 

13 

7 

67 

45 

23 

8 

46 

24 

13 

0 

39 

12 

18 

4 

59 

45 

30 

1 7 

39 

24 

14 

7 

50 

25 

1 7 

7 

3i 

21 

9 

4 

36 

18 

4 

4 

16 

15 

9 

8 

41 

26 

11 

9 

40 

22 

6 

0 

24 

7 

2 

0 

25 

18 

7 

2 

[230] 


NON-CHURCH  ORGANIZATIONS 


IV.  Boy  Scout  Relationships 

The  Scout  troops  studied  in  Indiana  have  been  recruited 
largely  from  boys  already  identified  with  some  Sunday  school. 
Out  of  488  boys  giving  information  on  this  subject,  438  or  89 
per  cent.,  were  Sunday  school  members  when  they  joined  the 
Boy  Scouts.  Three  out  of  29  troops  studied  make  member¬ 
ship  in  the  troop  dependent  upon  membership  in  Sunday 
school;  25  do  not,  and  2  give  no  information  on  this  point. 


16000 
14000 

12000 
10000  ? 


<n 

a. 


8000  £ 
6000  5 

CO 
2 

4000  z 


2000 

0 


Chart  XXI  —  Distribution  of  Meeting  Places  of  Boy  Scouts 
in  the  United  States  from  1915  to  1919. 


Thirteen  of  29  troops  regard  the  activities  of  the  troops  as 
expressional  work  for  the  Sunday  school  and  14  do  not  so 
regard  it.  Three  give  no  information.  Of  30  troops  studied, 
all  of  which  are  either  organized  under  the  auspices  of  a 
church,  or  attached  to  the  Sunday  school  as  one  of  its  approved 
activities,  12  engage  in  Sunday  scouting,  15  do  not,  and  3 
give  no  information. 

The  Indiana  troops  studied  were  also  recruited  largely 
from  boys  enrolled  in  the  public  schools.  Of  the  577  boys  in 
the  Indiana  troops,  468  were  in  the  public  school,  22  had 

[23U 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


dropped  out  of  school,  and  87  gave  no  information  on  this 
question.  The  relation  of  these  boys  to  industry  is  indicated 
by  the  fact  that  only  89  out  of  577  boys  report  gainful  em¬ 
ployment.  Of  this  number,  57,  or  44  per  cent.,  are  in  messen¬ 
ger  or  delivery  service,  22  are  salesmen,  13  are  in  manufac¬ 
turing  industries,  5  are  employed  as  farm  laborers. 

The  following  Table  XLII  will  show  that  there  is  now  a 
slight  decrease  in  the  percentage  of  Boy  Scout  troops  meeting 
in  churches  and  a  slight  increase  in  the  use  of  public  schools 
for  that  purpose.  The  Chart  XXI  will  show,  however,  that 
the  church  is  still  the  chief  host  of  the  Boy  Scouts  of  America. 

TABLE  XLII  — MEETING  PLACES  OF  THE  BOY  SCOUT 
TROOPS  IN  THE  UNITED  STATES  BY  YEARS 
AND  PERCENTAGES1 

Years 


Places  of  Meeting 

1915 

1916 

1917 

1918 

1919 

Total  troops 

7,346 

9,671 

13,199 

15,079 

16,106 

Churches  . 

47-5 

51.2 

44.9 

43-7 

43-2 

Y.  M.  C.  &  H.  A . 

3.3 

3-2 

3.4 

3-5 

3-3 

Schools  . 

10.5 

1 5-1 

17.2 

18.3 

19.1 

Scout  Headquarters . 

1.6 

2.8 

3-6 

3-4 

4.0 

Community  Institutions . 

3-3 

1.0 

1-5 

i.7 

1.8 

Homes  . 

5-5 

6.1 

5-2 

5-6 

4.0 

Armory  . 

•4 

•5 

•5 

•5 

•4 

Rented  Rooms . 

1-3 

•3 

•5 

1.0 

1.4 

Library  . 

1.0 

1.0 

1. 1 

•9 

Miscellaneous  . 

26.9 

18.0 

21.8 

21. 1 

21.7 

1  Figures  obtained  from  reports  of  Boy  Scouts  of  America. 


V .  The  Scout  Master 

A  study  of  thirty  Scout  masters  revealed  the  following 
interesting  facts:  Fifty  per  cent,  are  Sunday  school  teachers; 
more  than  80  per  cent,  are  church  members ;  60  per  cent,  hold 
some  church  office,  and  90  per  cent,  are  regular  church  attend¬ 
ants.  Sixty-six  per  cent,  are  college  graduates.  Nineteen 
of  the  thirty  say  that  they  have  had  no  special  training  for 
their  work.  The  average  age  of  twenty-seven  Scout  masters 
is  thirty-four. 

[232] 


NON-CHURCH  ORGANIZATIONS 


That  these  facts  are  fairly  typical  of  Scout  masters  in  the 
United  States  will  be  seen  fjrom  the  following  tables,  which 
have  been  prepared  from  the  records  in  the  headquarters  of 
the  Boy  Scouts  of  America; 


TABLE  XLIII  — EDUCATION  OF  SCOUT  MASTERS  IN  THE 

UNITED  STATES 


(by  years  and  by  percentages  of  totals) 

Years 


' 1915 1 

1916 

1917 

1918 

1919 

Total  . 

7,067 

8,925 

12,345 

13,743 

I5,n3 

Total  number  reporting  edu¬ 
cation  . 

6,627 

8,461 

n,777 

12,849 

14,357 

Number  not  reporting . 

440 

464 

568 

894 

756 

Per 

Per 

Per 

Per 

Per 

Cent. 

Cent. 

Cent. 

Cent. 

Cent. 

Grammar  . 

17.0 

18.2 

16.6 

18.3 

18.8 

Commercial  . 

•  •  • 

3-7 

•9 

High  School  . 

23.3 

24.4 

26.8 

24.6 

26.3 

College  . 

59-7 

574 

56.6 

534 

54-0 

1  Includes  34  Scout  Masters  of  Foreign  Troops. 


Comparing  the  education  of  Scout  masters  in  1919  with 
the  education  of  the  Indiana  male  Sunday  school  teachers,  we 
have  the  following  result : 


Indiana 
Male  Sunday 

Scout  Masters  School  Teachers 

College  education . 

High  school  education 


54  per  cent.  20.93  per  cent. 

26.3  “  “  21.54  “  “ 


The  following  table  is  inserted  to  show  the  previous  ex¬ 
perience  of  Scout  masters  in  work  with  boys.  It  will  be 
observed  that  there  is  a  very  pronounced  tendency  to  recruit 
the  leadership  of  Scout  troops  from  the  ranks  of  Scouts  them¬ 
selves.  In  five  years  the  percentage  of  Scout  masters  who  had 
previously  been  members  of  Scout  troops  increased  from  16.8 
per  cent,  to  45.4  per  cent. 


[233] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  XLIV  — GROUPS  FROM  WHICH  SCOUT  MASTERS 

WERE  RECRUITED 

(by  years  and  percentages  of  totals) 


Years 

A 

' 1915 1 

1916 

1917 

1918 

1919 

Total  . 

Total  number  reporting 

7,067 

8,925 

12,345 

13,743 

I5,H3 

sources . 

5,385 

7,239 

9,814 

11,269 

13,268 

Number  not  reporting . 

1,682 

1,686 

2,531 

2,474 

1,845 

Per 

Per 

Per 

Per 

Per 

Cent. 

Cent. 

Cent. 

Cent. 

Cent. 

Sunday  school  teacher . 

18.8 

18.3 

14.2 

15.3 

13-7 

Y.  M.  C.  A . 

14.0 

13.2 

9-7 

8.6 

7.6 

Teaching  . 

Boys’  Work2 . 

6.4 

5-2 

6.0 

5-7 

5-6 

27.4 

20.0 

14.8 

15.7 

9-4 

Boy  Scouts . 

16.8 

26.1 

43-4 

40.3 

454 

None  . 

2-5 

4.6 

1.9 

6.0 

1 1.3 

Ministry  . 

3-8 

•5 

1.0 

1-3 

2.4 

Military  . 

34 

3-6 

4-3 

4-3 

2.5 

Miscellaneous  .  6.9 

1  Includes  34  Scout  Masters  of  Foreign 

8-5 

Troops. 

4-7 

2.8 

2.0 

3  Includes  Boys’  Brigade  and 

Playgrounds. 

An  inquiry  into  the  present  occupation  of  Scout  masters 
shows  a  definite  tendency  to  draw  Scout  masters  from  the  mer¬ 
cantile  class.  With  the  exceptions  of  the  engineers  and  the 

TABLE  XLV  — OCCUPATION  OF  SCOUT  MASTERS  IN  THE 

UNITED  STATES 

(by  years  and  percentages  of  totals) 

Years 


1915 1 

1916 

1917 

1918 

1919 

Total  . 

7,067 

8,925 

12,345 

13,743 

I5,H3 

Total  number  reporting  oc¬ 
cupation . 

6,719 

7,575 

12,009 

13,125 

14,659 

Number  not  reporting . 

348 

i,350 

336 

618 

454 

Per 

Per 

Per 

Per 

Per 

Cent. 

Cent. 

Cent. 

Cent. 

Cent. 

Clergyman  . 

24-5 

26.3 

23.2 

22.3 

19.6 

V  M  r  A 

A  •  xVJ. .  lit  •  •»•••••••••••• 

2.7 

.8 

7 

.6 

.6 

Teachers . 

1 1.8 

13.1 

12.9 

11.5 

10.9 

Lawyer  . 

2.1 

2.7 

2.0 

1.8 

1.6 

Professional  Engineer . 

1.0 

.8 

7 

1.3 

1.6 

Doctor  . 

2.9 

2.5 

37 

2.3 

2.3 

Mercantile  . 

25-9 

29.8 

33-2 

41.6 

42.1 

Mechanical  . 

10.3 

13-4 

8.5 

131 

11.0 

Miscellaneous  2  . 

18.8 

10.6 

15.1 

5-5 

10.3 

1  Includes  34  Scout  Masters  of  Foreign  Troops. 

Includes  Students,  Journalists,  and  Government  Employees. 


[234] 


NON-CHURCH  ORGANIZATIONS 


mechanical  group  which  have  barely  held  their  own,  there  has 
been  a  loss  in  all  groups  except  mercantile.  An  increase  from 
25.9  per  cent,  in  1915  to  42.1  per  cent,  in  1919  is  an  indica¬ 
tion  of  the  appeal  of  this  organization  to  the  active  interest 
of  the  merchants  of  the  United  States. 

The  appeal  of  the  Boy  Scout  program  to  men  who  have 
boys  of  their  own  is  shown  by  the  following  table : 

TABLE  XLVI  — MARITAL  STATE  OF  SCOUT  MASTERS  IN 

THE  UNITED  STATES 

(by  years  and  percentages  of  totals) 

Years 


I9I51 

1916 

1917 

1918 

1919 

Marital  State  Total 

7,067 

8,925 

12,345 

13,743 

I5,H3 

Married  and  have  boys . 

38.7 

324 

35-4 

42.1 

Data 

Married,  have  no  boys . 

29.8 

29-7 

30.8 

33-0 

not  ob- 

Single  . 

31.5 

37-6 

33-8 

24.9 

tainable 

1  Includes  34  Scout  Masters  of 

Foreign 

Troops. 

The  Boy  Scout  Movement  has  had  its  greatest  popularity 
among  Protestant  people.  During  the  five-year  period  studied, 
the  Catholics  made  rapid  gains,  but  the  percentage  of  non- 
Protestant  leadership  is  still  relatively  very  low,  as  will  be 
shown  by  the  following  table : 


TABLE  XLVII  —  CHURCH  PREFERENCES  OF  SCOUT  MASTERS 

IN  THE  UNITED  STATES 

(by  years  and  percentages  of  totals) 

Years 


1915 1 

1916 

1917 

1918 

1919 

Total  . 

Total  number  reporting 

7,067 

8,925 

12,345 

13,743 

I5,n3 

church  preference . 

5,593 

8,424 

11,629 

11,987 

i4,3n 

Number  not  reporting . 

1,474 

501 

716 

i,756 

802 

Per 

Per 

Per 

Per 

Per 

Cent. 

Cent. 

Cent. 

Cent. 

Cent. 

Protestant  . 

87.4 

86.6 

85.8 

90.5 

84.7 

Roman  Catholic . 

2.5 

2.0 

3-8 

4-8 

5-0 

Hebrew  . 

1.3 

1-7 

1.4 

1.8 

1.7 

Mormon  . 

2.0 

2.1 

i.5 

i-4 

1.4 

None  . 

.6 

1.3 

.2 

.8 

1-3 

Miscellaneous  . 

6.2 

6.3 

7-3 

5-9 

1  Includes  34  Scout  Masters  of  Foreign  Troops. 

[235] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


VI.  Summary . 

It  is  not  within  the  purpose  of  this  study  to  attempt  an 
evaluation  of  the  program  and  methods  of  the  Boy  Scouts 
of  America.  The  facts  presented  in  this  chapter  are  intended 
to  show  certain  tendencies  and  conditions  which  should  be  the 
common  knowledge  of  all  persons  interested  in  the  moral  and 
religious  training  of  boys.  Grouping  some  of  these  facts  for 
the  purpose  of  summarizing  this  chapter,  we  can  say  that  for 
the  United  States : 

Eight  out  of  every  ten  Scout  masters  are  Protestants. 

Four  out  of  every  ten  Scout  masters  are  merchants. 

Two  out  of  every  ten  Scout  masters  are  clergymen. 

Eight  out  of  every  ten  Scout  troops  meet  in  church  buildings. 

Four  out  of  every  ten  Scout  masters  were  formerly  Boy 
Scouts. 

Three  out  of  every  four  Scout  masters  are  married  men. 

Eight  out  of  every  ten  Scout  masters  are  church  members. 

Five  out  of  every  ten  Scout  masters  are  college  graduates. 

The  life  of  a  typical  Boy  Scout  is  one  year,  nine  months  and 
eighteen  days. 

IN  INDIANA  CHURCHES 

Nine  out  of  every  ten  Boy  Scouts  are  from  Sunday  schools. 

Nine  out  of  every  ten  Boy  Scouts  are  in  public  schools. 

Two  out  of  three  Boy  Scouts  are  of  Tenderfoot  rank. 

One  out  of  four  Boy  Scouts  is  a  Second  Class  scout. 

Nine  out  of  one  hundred  Boy  Scouts  are  First  Class  scouts. 

One  out  of  five  hundred  Boy  Scouts  is  a  Life  Scout. 

Two  out  of  five  hundred  Boy  Scouts  are  Eagle  Scouts. 

One  out  of  four  Boy  Scouts  is  thirteen  years  old. 

Seven  out  of  ten  Boy  Scouts  are  between  twelve  and  four¬ 
teen  years  of  age  inclusive. 

Four  out  of  nine  church  troops  practice  Sunday-scouting. 

The  life  of  a  typical  Indiana  Boy  Scout  is  one  year  and  seven 
months. 

It  is  clear  that  church  leaders  should  give  serious  consider¬ 
ation  to  the  program  and  policies  of  an  organization  which 
goes  to  the  church  for  its  housing,  its  leaders  and  its  members. 


Chapter  IX 


CHURCH  SCHOOL  FINANCE 

/.  Cost  of  Education 

One  of  the  most  important  problems  now  pressing  for 
immediate  solution  is  the  problem  of  financing  education  in  a 
democracy.  How  much  of  the  wealth  of  a  people  should  be 
devoted  to  the  education  of  the  rising  generation?  How  shall 
school  funds  be  raised?  What  general  principles  shall  control 
their  distribution?  What  proportion  of  the  wealth  devoted  to 
education  should  be  devoted  to  general  culture?  What  pro¬ 
portion  to  vocational  training?  What  proportion  to  religious 
and  moral  training?  These  are  some  of  the  questions  which 
educational  administrators  have  been  trying  to  answer. 

Important  educational  commissions  are  now  engaged  in 
extensive  research  in  an  effort  to  find  the  fundamental  facts 
upon  which  to  rest  the  financial  policy  of  public  education. 
For  years  it  has  been  clear  that  the  future  of  democratic  in¬ 
stitutions  could  not  be  protected  unless  more  money  could  be 
secured  for  the  public  schools.  In  an  argument  for  a  more 
liberal  financial  support  of  public  education,  before  the  Con¬ 
necticut  State  Teachers’  Association  in  1902,  President  Charles 
W.  Eliot,  of  Harvard  University,  said : 

My  first  argument  in  support  of  this  proposition  is  that,  as  a 
nation  and  on  the  whole,  in  spite  of  many  successes,  we  have  met 
with  many  failures  of  various  sorts  in  our  efforts  to  educate  the 
whole  people,  and  still  see  before  us  many  unsurmounted  diffi¬ 
culties.  It  is  indisputable  that  we  have  experienced  a  profound 
disappointment  in  the  results  thus  far  obtained  from  a  widely 
diffused  popular  education.  It  was  a  stupendous  undertaking  at 
the  start,  and  the  difficulties  have  increased  with  every  genera¬ 
tion.  Our  forefathers  expected  miracles  of  prompt  enlighten¬ 
ment;  and  we  are  seriously  disappointed  that  popular  education 

[237] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


has  not  defended  us  against  barbarian  vices  like  drunkenness  and 
gambling,  against  increase  of  crime  and  insanity,  and  against 
innumerable  delusions,  impostors  and  follies.  We  ought  to  spend 
more  public  money  on  schools ;  because  the  present  expenditures 
do  not  produce  all  the  good  results  which  were  expected  and 
may  reasonably  be  aimed  at.1 

Later  in  the  same  year,  President  Eliot  addressed  the  New 
Hampshire  State  Teachers'  Association  on  the  same  theme. 
In  this  second  address  he  enumerated  the  gains  which  had  been 
secured  for  education,  and  pointed  out  that  each  educational 
advance  had  cost  more  money  but  that  each  had  justified  itself 
in  the  eyes  of  the  taxpayers: 

You  have  doubtless  noticed  that  the  gains  I  have  reported  are 
chiefly  in  education  above  fourteen  years  of  age.  There  has  been 
improvement  in  the  first  eight  grades  since  1870  but  it  is  relatively 
small.  Yet  the  great  majority  of  American  children  do  not  get 
beyond  the  eighth  grade.  Philanthropists,  social  philosophers  and 
friends  of  free  institutions,  is  that  the  fit  educational  outcome  of 
a  century  of  democracy  in  an  undeveloped  country  of  immense 
natural  resources  ?  Leaders  and  guides  of  the  people,  is  that 
what  you  think  just  and  safe?  People  of  the  United  States,  is  that 
what  you  desire  and  intend  ?  2 

Stimulated  by  such  appeals,  public  education  is  beginning 
to  feel  the  effect  of  enlarged  material  resources;  and  a  new 
science  of  public  school  accounting  and  administration  is  being 
developed. 

Religious  education  in  America  is  generally  conceded  to 
be  the  responsibility  of  the  church.  The  resources  of  the  state 
are  not  available  for  church  enterprises.  Religious  education 
must  therefore  look  to  non-state  agencies  or  institutions  for 
its  support.  The  church,  however,  does  not  even  yet  realize 
its  responsibility  for  the  moral  and  spiritual  nurture  of  the 
childhood  and  youth  of  America,  and  of  the  world.  Until  very 
recently  the  church  has  not  taken  its  educational  task  seriously. 
Even  now,  there  is  great  need  of  an  educational  crusade  that 
will  convict  the  church  of  the  sin  of  neglecting  the  spiritual 

1  Eliot,  C.  W.,  “More  Money  for  the  Public  Schools,”  p.  23. 

2  Ibid.,  pp.  1 25- 1 27. 


CHURCH  SCHOOL  FINANCE 


nurture  of  its  children.  At  no  point  is  the  neglect  of  the 
church  to  provide  for  the  spiritual  development  of  its  children 
more  apparent  than  in  its  failure  properly  to  finance  religious 
education. 

Before  religious  education  can  go  much  further  the  ques¬ 
tion  of  finance  must  be  squarely  faced.  How  much  should  a 
local  church  pay  for  the  religious  education  of  its  children? 
What  proportion  of  the  entire  budget  of  the  church  should  be 
expended  for  church  schools?  What  part  of  the  budget  for 
church  schools  should  be  expended  for  instruction,  for  super¬ 
vision,  for  textbooks  and  teaching  material,  etc.  ?  Before  the 
religious  educator  can  find  out  how  much  the  church  should 
pay  for  religious  education  he  will  need  to  know  how  much 
churches  are  now  actually  expending  for  religious  education. 

This  chapter  will  be  devoted  to  the  study  of  present  con¬ 
ditions.  How  much  money  is  now  raised  for  religious  educa¬ 
tion  purposes  in  the  local  church?  How  and  from  what 
sources  is  it  raised  and  how  is  it  distributed  or  apportioned 
for  various  educational  purposes?  With  the  answers  to  these 
questions  in  hand  it  would  be  possible  to  begin  the  develop¬ 
ment  of  standards  for  expenditures  in  religious  education. 
When  a  sufficient  number  of  studies,  similar  to  the  Indiana 
survey,  have  been  completed,  it  will  be  possible  to  make  valua¬ 
ble  comparative  tables  which  can  not  be  attempted  in  a  pioneer 
study. 

II.  Cost  of  Religious  Education  in  Local 
Churches  of  Indiana 

GENERAL  EXPENSE  BUDGET 

There  is  no  uniform  system  of  bookkeeping  among  the 
Sunday  school  treasurers  in  Indiana.  No  attempt  has  been 
made  by  denominational  or  interdenominational  leaders  to 
standardize  report-blanks  or  the  distribution  of  items  in  the 
treasurer’s  records.  For  this  reason  it  has  been  very  hard  to 
interpret  correctly  the  records  found  on  the  treasurers’  books 
of  the  256  schools  surveyed  in  Indiana.  It  has  been  possible, 

[239] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


however,  after  very  painstaking  efforts  in  all  cases,  to  secure 
a  uniform  distribution  of  the  items  of  receipts  and  expendi¬ 
tures  of  199  schools.  These  schools  are  fairly  representative 
of  the  entire  group  surveyed ;  and  it  is  believed  that  they  are 
also  representative  of  the  Sunday  schools  of  the  entire  state. 
The  following  statement  shows  the  distribution  of  the  receipts 
and  expenditures  of  the  199  schools  for  one  year: 


TABLE  XLVIII  — RECEIPTS  AND  EXPENDITURES  OF  199 
INDIANA  SUNDAY  SCHOOL  TREASURERS 
FOR  ONE  YEAR 

1.  Amount  Received  by  Sunday  Schools  During  Fiscal  Year  Immediately 


Preceding  the  Date  of  Survey  ( See  Chart  XXII )  : 

a.  From  regular  class  and  individual  contributions . $53,622.00 

b.  From  collections  for  special  purposes .  18,898.00 

c.  From  gifts  or  bequests .  738.00 

d.  From  invested  funds .  145.00 

e.  From  concerts,  entertainments,  suppers,  etc.,  not  included 

in  (b) .  1,364.00 

f.  From  the  local  church  treasury .  492.00 

g.  From  sale  of  quarterlies  and  supplies .  35-00 


Total  amount  received .  $75,294.00 


2.  Amount  Expended  During  the  Fiscal  Year  for  Support  of  Local 
Schools: 


Other 

Salaries  Expense 


(1)  Administration  and  control: 

For  services  of  officers .  $  265.00 

For  record  books,  report  cards, 
stationery,  etc.,  used  by  officers 
and  teachers . 


(2)  Instruction  and  supervision: 

For  services  of  teachers .  172.00 

For  services  of  supervisors,  mu¬ 
sicians,  etc .  2,678.00 


For  textbooks,  lesson -helps, 
papers  and  supplies  used  in 
teaching . 

(3)  Operation  of  plant: 

For  services  of  janitor .  511.00 

For  fuel,  light,  water  and  supplies 

(4)  Maintenance : 

Repairs  of  plant  and  equipment 
and  replenishment  of  worn-out 
equipment  . 

[240] 


$  2,396.00 


24,017.00 


817.00 


1,212.00 


CHURCH  SCHOOL  FINANCE 


TABLE  XLVIII  — RECEIPTS  AND  EXPENDITURES  OF  190 
INDIANA  SUNDAY  SCHOOL  TREASURERS 
FOR  ONE  YEAR  —  Continued 

(5)  Outlay: 

Purchase  of  new  equipment  and 
erection  or  purchase  of  new 
plant .  2,841.00 

(6)  Other  expenditures  for  library, 

recreation,  health,  etc .  33.00  3,920.00 


Total  for  support  of  local  school  $3,659.00  $35,203.00  $38,862.00 

3.  Amount  Expended  by  the  Sunday  School  Treasurer  for  the  Support  of 
Other  Religious  Work: 

(1)  To  local  church  for  its  support .  $  5,414.00 

(2)  To  missionary,  educational  and  other  general 

boards  of  the  denomination .  17,147.00 

(3)  To  inter-denominational,  educational,  or  mis¬ 
sionary  organizations .  1,043.00 

(4)  To  other  benevolent  enterprises : 

a.  Within  the  community . $1,133.00 

b.  Within  the  nation .  984.00 

c.  Within  foreign  lands .  3,161.00 

d.  Undesignated  .  1,875.00 

e.  Total  for  benevolent  enterprises .  7, 153.00 

(5)  Total  amount  expended  for  support  of  other 

religious  work .  $30,757.00 


Grand  total  expended .  $69,717,00 


Per  Cent 

CONTRIBUTIONS 
COLLECTIONS 
ENTERTAINMENTS 
GIFTS  OR  BEQUESTS 
CHURCH  TREASURY 
INVESTMENTS 
SALE  OF  QUARTERLIES 

Chart  XXII  —  Sources  of  Income  of  199  Indiana  Sunday  Schools. 

Examining,  first,  the  expense  items  in  the  above  statement, 
it  will  be  profitable  to  note  the  relative  amounts  expended 
during  one  year  for  the  different  expense  items,  as  shown  in 
the  following  table. 


[241] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  XLIX  —  TOTAL  AMOUNT  EXPENDED  BY  199  INDIANA 
SUNDAY  SCHOOLS  DURING  A  TWELVE-MONTH 
PERIOD  DISTRIBUTED  WITH  REFERENCE  TO 
THE  MAJOR  PURPOSES  FOR  WHICH  THE 
MONEY  WAS  EXPENDED. 

Per- 

Purposes  for  Which  Expended:  Amount  centage 


Grand  Total  Expenditure  $69,717 


I  Total  spent  for  support  of  local  school .  38,862 

(1)  For  administration  and  control .  2,661 

(a)  For  services  of  officers .  $  265 

(b)  For  record  books,  report  cards, 
stationery,  etc.,  used  by  officers 

and  teachers  .  2,396 

(2)  For  instruction  and  supervision .  26,867 

(a)  For  services  of  teachers .  172 

(b)  For  services  of  supervisors,  musi¬ 
cians,  etc .  2,678 

(c)  For  textbooks,  lesson-helps,  papers 

and  supplies  used  in  teaching...  24,017 

(3)  For  operation  of  the  plant .  1,328 

(a)  For  services  of  janitor .  511 

(b)  For  fuel,  light,  water  and  supplies  817 

(4)  For  maintenance ;  repairs  of  plant  and  equip¬ 

ment  and  replenishment  of  worn-out  equip¬ 
ment  .  1,212 

(5)  For  outlay;  purchase  of  new  equipment  and 

erection  or  purchase  of  new  plant .  2,841 

(6)  Other  expenditures  for  library,  recreation, 

health,  etc .  3,953 

Salaries  .  33 

Other  expenses  .  3,920 

II  Total  spent  by  Sunday  school  for  support  of  other 

religious  work  .  30,757 

(1)  To  local  church  for  its  support .  5,. 414 

(2)  To  missionary,  educational  and  other  general 

boards  of  the  denomination .  17,147 

(3)  To  inter-denominational  education,  or  mis¬ 
sionary  organizations .  1,043 

(4)  To  other  benevolent  enterprises .  7,153 

(a)  Within  the  community .  1,133 

(b)  Within  the  nation .  984 

(c)  Within  foreign  lands .  3,161 

(d)  Undesignated .  1,875 


100. 

55-8 

3-8 


38.5 


1.9 


1-7 

4.1 


5-7 


44.1 

7-8 

24.6 

1-5 

10.3 


The  expenditures  for  the  local  school  are  graphically  illustrated  by 
Chart  XXIV. 


The  eye  catches  at  once  the  fact  that  55.8  per  cent,  of  the 
expenses  for  one  year  are  for  the  support  of  the  local  schools 
and  that  44.2  per  cent,  of  the  annual  income  is  expended  for 
other  religious  purposes.  Of  the  amount  (55.8  per  cent.)  ex¬ 
pended  on  the  local  school  34.5  per  cent,  is  for  textbooks  and 
[242] 


CHURCH  SCHOOL  FINANCE 

supplies  used  in  teaching  and  21.3  per  cent,  for  all  other  local 
school  purposes.  (See  Charts  XXIII  and  XXIV,  Table  LXI.) 


Chart  XXIII  —  Percentage  of  Total  Expenditures  of  199 
Indiana  Sunday  Schools  During  a  Twelve-Month  Period 
Spent  for  (a)  Support  of  Local  School  and  (b)  for 
Support  of  Other  Religious  Work. 

While  the  items  are  not  comparable  in  all  cases,  due  largely 
to  the  element  of  volunteer  service  in  the  church  school,  it  will 
be  helpful  to  compare  this  table  of  expenses  of  199  Indiana 
Sunday  schools  with  a  similar  statement  compiled  from  the 
public  school  records  of  103  American  cities.  This  statement 
was  prepared  by  Dr.  Harlan  Updegraff  and  published  in  Bulle¬ 
tin,  1912,  No.  5,  of  the  Bureau  of  Education,  Washing¬ 
ton,  D.  C. 

TABLE  L— PER  CENT.  OF  TOTAL  EXPENSES  FOR  VARIOUS 
ITEMS  OF  THE  BUDGETS  OF  103  AMERICAN  CITIES 


Items  Per  Cent. 

Total  100.00 

Total  expenses,  general  control .  3.45 

Salaries  of  teachers,  all  schools .  68.92 

Salaries  and  expenses  of  supervision,  all  schools .  2.15 

Textbooks,  stationery  and  general  school  supplies,  all  schools. .  3.45 

Janitors,  engineers  and  firemen,  all  schools .  6.92 

Other  expenses  of  operation,  all  schools .  5.23 

Apparatus  and  equipment,  including  repairs  and  replacements 

thereof  .  1.57 

Repairs  to  buildings .  5.64 

Miscellaneous  expenses  .  2.67 


EXPENDITURES  FOR  THE  SUPPORT  OF  LOCAL  SCHOOLS 


The  amount  of  educational  service  purchased  by  the  local 
church  is  measured  by  the  expenditure  for  local  school  pur- 


[243] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


poses  and  not  by  the  total  expenditure  of  the  school.  In  other 
words,  only  55.8  per  cent,  of  the  money  raised  by  the  local 
church  school  is  used  to  provide  educational  training  for  the 
children,  youth  and  adults  of  the  local  church. 

Table  LI  distributes  the  amounts  expended  by  the  local 
school  for  the  support  of  its  own  work,  with  the  exception 
of  the  amounts  expended  for  salaries.  Table  LII  shows  the 
distribution  of  salary  items  for  local  schools.  The  salary 
items,  it  will  be  noted,  are  negligible  with  the  exception  of  the 
third  quartile  in  the  urban  schools,  and  here  the  table  indicates 
that  one-fourth  of  the  city  churches  expend  more  than  $11.66 
annually  for  salaries  and  three-fourths  expend  less  than  that 
amount,  with  the  typical  church  school  expending  nothing  for 
salaries.  For  all  other  expenses,  besides  the  relatively  insignifi¬ 
cant  amount  expended  for  salary,  Table  LI  shows  a  median 
expense  for  each  school  of  $100.75.  One-fourth  of  the  schools 
expend  less  than  $40.62  each  year;  one-fourth  expend  more 
than  $230.35 ;  and  half  of  the  schools  expend  less  than 
$100.75,  while  half  expend  more  than  that  amount.  There  are 
two  modal  points  in  Table  LI ;  one  is  the  $80  to  89.99  group, 
and  the  other  is  the  $150  to  $174.99  group,  with  6.5  per  cent, 
of  all  the  schools  in  each  group.  The  difference  between  the 
expenses  for  rural  and  urban  schools  is  seen  in  the  following 
statements : 

One- fourth  of  the  rural  schools  expend  less  than  $23,75  each, 
annually. 

One-fourth  of  the  urban  schools  expend  less  than  $80.00  each, 
annually. 

One-half  of  the  rural  schools  expend  less  than  $45.75  each, 
annually. 

One-half  of  the  rural  schools  expend  more  than  $45.75  each, 
annually. 

One-half  of  the  urban  schools  expend  less  than  $172.22  each, 
annually. 

One-half  of  the  urban  schools  expend  more  than  $172.22  each, 
annually. 

One-fourth  of  the  rural  schools  expend  less  than  $84.67  each, 
annually. 

One-fourth  of  the  urban  schools  expend  more  than  $325  each, 
annually. 

[244] 


CHURCH  SCHOOL  FINANCE 


TABLE  LI —  THE  AMOUNT  OF  MONEY  (NOT  INCLUDING 
SALARIES)  EXPENDED  PER  SUNDAY  SCHOOL  FOR  THE 
SUPPORT  OF  THE  LOCAL  SCHOOL  AS  SHOWN  BY 
THE  DISTRIBUTION  OF  THE  EXPENDITURES 
OF  199  INDIANA  SUNDAY  SCHOOLS 

Schools  Which  Report  Having  Expended  for  the 
Support  of  the  Local  School,  Excepting 
Salaries,  Amounts  Indicated: 

Amount  rural  and  urban  rural  urban 


Number 

Per¬ 

centage 

Number 

Per¬ 

centage 

Number 

Per¬ 

centage 

Total  Reporting 

•  199 

100.0 

7 1 

35 -7 

128 

64-3 

$  0.00 . 

.  1 

•5 

1 

i-4 

0 

.0 

0.01-  4.99 . 

5 

2-5 

2 

2.8 

3 

2.3 

5.00-  9.99 . 

1 

-5 

1 

i-4 

0 

.0 

10.00-14.99 . 

5 

2-5 

3 

4-2 

2 

1.6 

15.00-19.99 . 

10 

5-0 

7 

9.9 

3 

2-3 

20.00-24.99 . 

8 

4-0 

5 

7.0 

3 

2-3 

25.00-29.99 . 

5 

2-5 

3 

4.2 

2 

1.6 

30.00-34.99 . 

8 

4.0 

5 

7.0 

3 

2-3 

35-00-39-99 . 

6 

3-o 

3 

4.2 

3 

2-3 

40.00-44.99 . 

6 

3-0 

5 

7.0 

1 

.8 

45.00-49.99 . 

4 

2.0 

3 

4.2 

1 

.8 

50.00-59.99 . 

8 

4.0 

5 

7.0 

3 

2.3 

60.00-69.99 . 

7 

3-5 

4 

5-6 

3 

2.3 

70.00-79.99 . 

8 

4.0 

3 

4.2 

5 

3-9 

80.00-89.99 . 

•  13 

6-5 

7 

9.9 

6 

4-7 

90.00-99.99 . 

3 

i-5 

2 

2.8 

1 

.8 

100.00-124.99. . . 

10 

5-0 

1 

1-4 

9 

7-0 

125.00-149.99 - 

11 

5-5 

3 

4.2 

8 

6-3 

150.00-174.99 - 

-  13 

6-5 

4 

5-6 

9 

7-0 

175.00-199.99. .. . 

9 

4-5 

4 

5-6 

5 

3-9 

200.00-249.99 _ 

-  13 

6.5 

0 

.0 

13 

10.2 

250.00-299.99 .... 

11 

5-5 

0 

.0 

11 

8.6 

300.00-349.99 - 

3 

1-5 

0 

.0 

3 

2.4 

350.00-399.99.  .. . 

6 

3-o 

0 

.0 

6 

4-7 

400.00-449.99.  . . . 

.  1 

-5 

0 

.0 

1 

.8 

450.00-499.99. . .  . 

2 

1.0 

0 

.0 

2 

1.6 

500.00-549.99 - 

2 

1.0 

0 

.0 

2 

1.6 

550.00-599.99. . .  . 

2 

1.0 

0 

.0 

2 

1.6 

600.00-649.99.  . . . 

3 

1.5 

0 

.0 

3 

2.9 

650.00-699.99.  . . . 

2 

1.0 

0 

.0 

2 

1.6 

750.00-799-99-  -  -  - 

1 

•5 

0 

.0 

1 

.8 

800.00-849.99. . .  . 

3 

i-5 

0 

.0 

3 

2.4 

850.00-899.99 - 

1 

•5 

0 

.0 

1 

.8 

900.00-949.99 .... 

3 

i-5 

0 

.0 

3 

2.4 

950.00-999.99 - 

2 

1.0 

0 

.0 

2 

1.6 

1000.00-1099.99. . 

2 

1.0 

0 

.0 

2 

1.6 

1200.00-1249.99. . 

1 

•5 

0 

.0 

1 

.8 

[24s] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  LI  — THE  AMOUNT  OF  MONEY  (NOT  INCLUDING 
SALARIES)  EXPENDED  PER  SUNDAY  SCHOOL  FOR  THE 
SUPPORT  OF  THE  LOCAL  SCHOOL  AS  SHOWN  BY 
THE  DISTRIBUTION  OF  THE  EXPENDITURES 
OF  199  INDIANA  SUNDAY  SCHOOLS  — 

Continued 


Statistical  Measures  : 


Mode  . 

.  . . .  $  80-  89.99 . 

. .  .$15.00-19.99 . 

150-174-99 . 

. .  .  80.00-89.99 . 

-  150.00-174.99 

Median  .  . . 

.  $100.75 . 

. $4575 . 

Qx . 

. 23.75 . 

Q3  . 

.  230.25 . 

.  84.67 . 

.  325.00 

(Table  based  on  data  from 

199  of  251  schools  surveyed.) 

TABLE  LII  — 

-THE  AMOUNT 

OF 

MONEY 

EXPENDED  FOR 

SALARIES  OF  LOCAL  SCHOOL  WORKERS  BY 
199  INDIANA  SUNDAY  SCHOOLS 

Schools 

Reporting  Expending  the 

Amount  Indicated: 

Amount 

RURAL  AND  URBAN 

Per- 

RURAL 

Per- 

urban 

Per- 

Number 

centage 

Number 

centage 

Number 

centage 

Total  reporting. 

.  199 

100.0 

67 

33-7 

132 

66.3 

$  0.00 . 

•  154 

774 

62 

92.5 

92 

69.7 

0.01-  4.99 - 

.  1 

0.5 

0 

.0 

1 

0.8 

5.00-  9.99. .. . 

.  8 

4.0 

3 

4-5 

5 

3-8 

10.00-14.99 _ 

-  4 

2.0 

1 

i-5 

3 

2.3 

15.00-19.99 - 

.  1 

0.5 

0 

.0 

1 

0.8 

20.00-29.99. . . . 

.  6 

30 

1 

i-5 

5 

3.9 

30.00-39.99 - 

1 

5-0 

0 

.0 

1 

.8 

40.00-49.99. . . . 

-  4 

2.0 

0 

.0 

4 

3-0 

50.00-59.99-  ••• 

1 

o.5 

0 

.0 

I 

0.8 

60.00-69.99 _ 

0 

.0 

0 

.0 

0 

.0 

70.00-79.99. . . . 

-  3 

1-5 

0 

.0 

3 

2.3 

80.00-89.99 _ 

-  3 

i-5 

0 

.0 

3 

2.3 

90.00-99.99. . . . 

0 

.0 

0 

.0 

3 

2.3 

100.00-124.99. . . 

-  4 

2.0 

0 

.0 

4 

3-0 

125.00-149.99. . . 

2 

1.0 

0 

.0 

2 

1-5 

150.00-174.99. . . 

2 

1.0 

0 

.0 

2 

i-5 

175.00-199.99. .. 

2 

1.0 

0 

.0 

2 

i-5 

200.00-249.99. . . 

I 

0.5 

0 

.0 

I 

0.8 

475.00-499.99-  -  - 

.  1 

0.5 

0 

.0 

I 

0.8 

550.00-574.99. .. 

.  I 

0.5 

0 

.0 

I 

0.8 

(Table  based  on  data  from  199  of  251  schools  surveyed.) 

[246] 


CHURCH  SCHOOL  FINANCE 


TABLE  LIII  — THE  AMOUNT  OF  MONEY  EXPENDED  PER 
SUNDAY  SCHOOL  FOR  RECORD  BOOKS,  REPORT 
CARDS,  STATIONERY,  ETC.,  USED  BY  LOCAL 
OFFICERS  AND  TEACHERS  OF  198  IN¬ 
DIANA  SUNDAY  SCHOOLS 

Schools  Reporting  Expending  the  Amount  Indicated 


BOTH  RURAL  AND 
URBAN 


RURAL 

COMMUNITIES 


URBAN 

COMMUNITIES 


Amount 


Number  Per  Cent.  Number  Per  Cent. 


Number  PerCent. 


Total  Reporting 

198 

100.0 

69 

34-7 

129 

65-3 

$  0.0 

107 

53-8 

50 

72.5 

57 

43-9 

O.OI 

-  4-99 

34 

17.1 

14 

20.3 

20 

154 

5-00 

-  9.99 

13 

6.6 

3 

4-3 

10 

7-7 

10.00 

-  14-99 

8 

4.1 

2 

2.9 

6 

4.6 

1500 

-  19.99 

7 

3-6 

0 

0. 

7 

5-4 

20.00 

-  24.99 

4 

2.1 

0 

0. 

4 

3-i 

25.00 

-  49-99 

14 

7-i 

0 

0. 

14 

11. 1 

50.00 

-  99-99 

9 

4.6 

0 

0. 

9 

7-i 

100.00 

-  149-99 

1 

-5 

0 

0. 

1 

.8 

150.00 

-  349-99 

0 

0. 

0 

0. 

0 

0. 

350-00 

-  374-99 

1 

0.5 

0 

0. 

1 

0.8 

(Table  based  on 

data  from 

198  of  : 

256  schools 

surveyed.) 

TABLE  LIV  — THE  AMOUNT  OF  MONEY  EXPENDED  PER 
SUNDAY  SCHOOL  FOR  SERVICES  OF  SUPERVISORS, 
MUSICIANS,  ETC.,  IN  199  INDIANA  SUNDAY 

SCHOOLS 

Schools  Reporting  Expending  the  Amount  Indicated 

BOTH  RURAL  AND 

URBAN  RURAL  URBAN 

Amount  Number  PerCent.  Number  PerCent.  Number  PerCent. 


Total  Reporting 

199 

100.0 

69 

34-7 

130 

65-3 

$  0.0 

172 

86.5 

69 

100.0 

103 

79.2 

0.01 

-  4-99 

2 

1.0 

0 

0. 

2 

i-5 

5-00 

-  9-99 

2 

1.0 

0 

0. 

2 

i-5 

10.00 

-  14-99 

2 

1.0 

0 

0. 

2 

I-5 

1500 

-  19-99 

0 

0. 

0 

0. 

0 

0. 

20.00 

-  24.99 

3 

1.5 

0 

0. 

3 

2.3 

25.00 

-  49-99 

5 

2.5 

0 

0. 

5 

3-9 

50.00 

-  99.99 

4 

2.0 

0 

0. 

4 

3-o 

100.00 

-  149.99 

3 

i-5 

0 

0. 

3 

2.3 

150.00 

-  199-99 

3 

i-5 

0 

0. 

3 

2.3 

Q 

200.00 

-  299.99 

1 

-5 

0 

0. 

1 

.O 

Q 

300.00 

-  399-99 

1 

•5 

0 

0. 

1 

.0 

400.00 

-  499-99 

0 

.0 

0 

0. 

0 

0. 

Q 

500.00 

-  599-99 

1 

-5 

0 

0. 

1 

.0 

(Report  based 

on  data  from 

199  of 

251  schools  surveyed.) 

[24  7] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Later  tables  will  show  that  the  expenses  per  pupil  for 
average  attendance  are  nearly  equal  in  rural  and  urban 
communities. 

A  study  of  Table  LV  will  reveal  one  reason  for  the  diffi¬ 
culty  in  securing  uniform  reports  from  Sunday  school  officers. 
It  will  be  seen  that  72.5  per  cent,  of  the  rural  schools  and  43.9 
per  cent,  of  the  urban  schools  do  not  expend  any  money  out 
of  the  school  treasuries  for  record  and  report  books,  blanks 
or  cards.  This  means  that  the  secretaries  furnish  at  their 
own  expense  tablets  or  note  paper  for  temporary  records  and 
that  no  permanent,  uniform  records  are  kept. 

The  next  items  in  the  expense  list  of  local  schools  which 
should  receive  special  study  are  those  listed  under  “Instruc¬ 
tion  and  supervision.”  There  are  three  items  under  this  head¬ 
ing,  namely: 

(1)  For  Services  of  Teachers 

We  have  already  seen  (Table  XLII)  that  92.5  per  cent,  of 
the  rural  and  69.7  per  cent,  of  the  urban  schools  are  entitrely 
without  salaried  service  for  supervision,  teaching,  music,  jani¬ 
tor,  or  for  any  other  service.  The  total  amount  of  salary 
paid  in  one  year  to  the  administrative  officers  of  199  schools 
was  $265  ;  and  the  total  amount  paid  for  the  service  of  teachers 
by  the  same  schools  was  $172.  In  the  public  schools  the 
expense  for  teaching  is  from  60  per  cent,  to  68  per  cent,  of 
the  total  budget. 

(2)  For  Services  of  Supervisors,  Musicians,  Etc. 

Table  LIV  tells  its  own  story.  One  hundred  per  cent.  of. 
the  rural  schools  and  79.2  per  cent,  of  the  urban  schools  are 
entirely  without  salaried  supervision.  The  greater  part  of  the 
expense  for  supervision  in  the  urban  schools  is  for  the  services 
of  musicians.  In  the  public  schools  the  expense  for  super¬ 
vision  is  from  7  per  cent,  to  10  per  cent,  of  the  entire  budget, 

(3)  For  Textbooks,  Lesson-helps  and  Supplies  Used 

in  Teaching 

Table  LV  distributes  the  expenses  of  199  Indian  schools 
foi*  textbooks,  lesson-helps,  and  supplies  used  in  teaching. 

[248] 


CHURCH  SCHOOL  FINANCE 


TABLE  LV  — THE  AMOUNT  OF  MONEY  EXPENDED  PER 
SUNDAY  SCHOOL  FOR  TEXTBOOKS,  LESSON-HELPS, 
PAPERS  AND  SUPPLIES  USED  IN  TEACHING, 

AS  SHOWN  BY  EXPENDITURES  OF  199 
INDIANA  SUNDAY  SCHOOLS 

Schools  Reporting  Expending  the  Amount  Indicated 

BOTH  RURAL  AND 

URBAN  RURAL  URBAN 


Amount  Number  PerCent.  Number  PerCent.  Number  PerCent. 


Total  Reporting 

199 

100.0 

73  36.68 

126 

63  3 

$  0.0 

8 

4.0 

3  4-i 

5 

4.0 

O.OI 

— 

4.99 

6 

3-0 

1  1.4 

5 

4-0 

5-oo 

— 

9-99 

6 

3-0 

2  2.7 

4 

3-2 

10.00 

— 

14.00 

5 

2-5 

5  6.8 

0 

0. 

15.00 

— 

19.99 

9 

4-5 

5  6.8 

4 

3-2 

20.00 

— 

29.99 

18 

9.0 

11  150 

7 

5-6 

30.00 

— 

39-99 

11 

5-5 

8  11.0 

3 

2.4 

40.00 

— 

49.99 

14 

7.0 

9  12.3 

5 

4.0 

50.00 

— 

59-99 

10 

5-0 

4  5-5 

6 

4.8 

60.00 

— 

69.99 

12 

6.0 

7  9-6 

5 

4.0 

70.00 

— 

79-99 

8 

4-0 

4  5-5 

4 

3-2 

80.00 

— 

89.99 

8 

4.0 

5  6.8 

3 

2.4 

90.00 

— 

99-99 

1 

0-5 

1  1.4 

0 

0. 

100.00 

— 

124.99 

18 

9.0 

4  5-5 

14 

11. 1 

125.00 

— 

149.99 

15 

7-5 

3  4-1 

12 

9-5 

150.00 

— 

174-99 

13 

6-5 

1  1.4 

12 

9-5 

17500 

— 

199.99 

4 

2.0 

0  0. 

4 

3-2 

200.00 

— 

249.99 

9 

4-5 

0  0. 

9 

7-2 

250.00 

— 

299.99 

4 

2.0 

0  0. 

4 

3-2 

300.00 

— 

349-99 

5 

2-5 

0  0. 

5 

4.0 

350.00 

— 

399-99 

4 

2.0 

0  0. 

4 

3-2 

400.00 

— 

499-99 

4 

2.0 

0  0. 

4 

3-2 

500.00 

— 

599-99 

3 

1-5 

0  0. 

3 

2.4 

600.00 

— 

699.99 

2 

1.0 

0  0. 

2 

1.6 

700.00 

— 

799-99 

I 

0-5 

0  0. 

1 

0.8 

800.00 

— 

824.99 

■I 

0.5 

0  0. 

I 

0.8 

Statistical  Measures: 

Median . 

-  73-12  ... 

.  42.50  ... 

.121.45 

Qx 

. .  27.20  . . 

.  21.75  ... 

•  47.50 

Qa 

.  151-50  •  • 

.  69.60  . . . 

.207.50 

(Table  based  on  data  from  199  of  251  schools  surveyed.) 


This  item  does  not  include  crayon,  blackboard,  etc.  It  is  lim¬ 
ited  to  the  curriculum  supplies  used  by  the  pupil  for  school 
and  home  work.  The  average  amount  expended  per  school 
for  this  purpose  is  $120.68.  One-fourth  of  the  schools 
expend  less  than  $27.20  a  year,  and  one-fourth  expend  more 
than  $151.50  a  year.  Between  these  two  points  is  the  median 

[249] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


expenditure  of  $73.12  a  year.  While  the  average  is  $120.68, 
there  are  as  many  schools  expending  less  than  $73.12  as 
there  are  schools  expending  more  than  that  amount.  The 
median  for  rural  schools  is  $42.50  and  for  urban  schools, 
$121.45.  The  lower  25  per  cent,  of  the  rural  schools  expend 
less  than  $21.75  and  the  lower  25  per  cent,  of  the  urban  schools 
expend  less  than  $47.50.  The  upper  25  per  cent,  of  the  rural 
schools  expend  more  than  $69.60  and  the  upper  25  per  cent,  of 
the  urban  schools  expend  more  than  $207.50. 

The  expense  for  textbooks  and  teaching  supplies  in  the 
199  church  schools  of  Indiana  is  34.5  per  cent,  of  the  entire 
budget.  This  is  a  much  higher  percentage  of  the  total  school 
budget  than  the  same  item  sustains  to  the  total  budget  of  the 
public  schools. 

The  approved  distribution  of  items  of  expense  in  the 
budget  of  the  public  schools  is  indicated  in  the  following  table 
from  Strayer  and  Thorndike,  Educational  Administration, 

P-  324- 

Per  Cent.  Per  Cent, 
of  Totals  of  Totals 


Teaching  and  supervision,  from . . .  70  to  75 

Supervision  alone,  from .  7  to  10 

Teaching  alone,  from .  60  to  68 

Janitors’  salaries,  from .  5  to  7 

Textbooks  and  supplies,  from .  4  to  6 

Fuel,  from  .  5  to  7 

Repairs,  from  .  3  to  5 


The  relative  ranking  of  the  cost  of  textbooks  can  not  be 
determined  by  a  comparison  with  this  table  because  of  the 
voluntary  service  of  church  school  teachers,  and  also  because 
janitor  services,  fuel  and  repairs  are  charged  to  the  general 
expense  of  the  church,  in  most  churches.  It  will,  therefore, 
be  necessary  to  find  the  cost  of  textbooks  and  teaching  supplies 
for  each  pupil  in  average  attendance  upon  the  church  school 
and  then  compare  this  cost  with  the  cost  of  textbooks  and 
teaching  supplies  in  the  public  schools. 

Table  LVI  shows  160  Indiana  Sunday  schools  distributed 
with  reference  to  rural  or  urban  location  of  the  Sunday  school 
and  the  amount  of  money  expended,  per  pupil  in  average 

[250] 


CHURCH  SCHOOL  FINANCE 


TABLE  LVI  — THE  AMOUNT  OF  MONEY  EXPENDED  PER 
PUPIL  IN  AVERAGE  ATTENDANCE  FOR  TEXTBOOKS, 
LESSON-HELPS,  PAPERS  AND  SUPPLIES  USED  IN 
TEACHING  IN  160  INDIANA  SUNDAY  SCHOOLS,  DIS¬ 
TRIBUTED  WITH  REFERENCE  TO  RURAL  OR 
URBAN  LOCATION  OF  THE  SUNDAY  SCHOOL 


Amount 

Expended  Per  Pupil  in 

Rural  and 
Urban  Schools 

Rural  Schools 

Urban 

Schools 

Average  Daily  Attendance  Number 

Number 

.  Number 

Totals . 

160 

57 

103 

0.00-  .09 . 

0 

0 

0 

.10-  .19 . 

2 

1 

1 

.20-  .29 . 

4 

4 

0 

•30-  -39 . 

13 

4 

9 

40-  -49 . 

4 

I 

3 

.50-  .59 . 

4 

2 

2 

.60-  .69 . 

14 

3 

11 

70-  79 . 

9 

5 

4 

.80-  .89 . 

13 

7 

6 

.90-  .99 . 

19 

7 

12 

1. 00- 1. 09 . 

14 

6 

8 

1.10-1.19 . 

10 

2 

8 

1.20-1.29 . 

5 

0 

5 

1.30-1.39 . 

8 

3 

5 

1. 40-1 .49 . 

9 

2 

7 

1.50-1.59 . 

8 

1 

7 

1.60-1.69 . 

6 

2 

4 

1. 70-1 79 . 

5 

2 

3 

1.80-1.89 . 

5 

.  3 

2 

1. 90- 1. 99 . 

1 

0 

1 

2.00-2.09 . 

1 

1 

0 

2.10-2.19 . 

3 

1 

2 

2.20-2.29 . 

0 

0 

0 

2.30-2.39 . 

0 

0 

0 

2.40-2.49 . 

1 

0 

1 

2.50-2.59 . 

0 

0 

0 

2.60-2.69 . 

1 

0 

1 

270-2.79 . 

0 

0 

0 

2.80-2.89 . 

0 

0 

0 

2.90-2.99 . 

0 

0 

0 

3.80-3.89 . 

1 

0 

1 

Statistical  Measures  : 

Modes  . 

. .  $.90-$.99 

$.80 — $.89 

$.90-$.99 

Medians . 

Qi . 

Q* . 

(Table  based  on 

. .  .99 

.  .69 

.  1.41 

data  from  160  of 

.90-  .99 

.92  1.04 

.68  .70 

1-33  1-45 

251  schools  surveyed.) 

t25l] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


attendance  for  textbooks,  lesson-helps,  papers  and  supplies 
used  in  teaching.  The  median  annual  expense  for  each  pupil 
in  average  attendance  for  all  schools  is  $.989 ;  for  rural  schools 
$.92,  and  for  urban  schools  $1.04.  The  mode  or  most  com¬ 
mon  expenditure  is  from  $.90  to  $.99,  or  approximately  at 
the  median  point.  One-fourth  of  the  rural  schools  spend  less 
than  $.675,  and  one-fourth  of  the  urban  schools  spend  less 
than  $.697.  One-fourth  of  the  rural  schools  spend  more  than 
$1,325  and  one-fourth  of  the  urban  schools  spend  more  than 
$1,447.  The  fact  that  rural  and  urban  expenditures  per  child 
are  so  nearly  equal  suggests  that  both  types  of  schools  use  a 
common  minimum  of  teaching  supplies,  and  also  that  graded 
lessons,  which  are  more  common  in  the  urban  schools,  are 
not  materially  adding  to  the  cost  of  operating  urban  schools. 

The  per -capita  cost  of  public  school  textbooks  based  on 
total  school  enrollment  in  free  textbook  states  is  available  for 
purposes  of  general  comparison  of  the  cost  of  church  school 
and  public  school  textbooks.  The  following  table  includes 
data  from  nine  representative  states  in  which  free  textbooks 
have  been  in  operation  for  a  period  of  years : 1 


TABLE  LVII  —  PER  CAPITA  COST  OF  PUBLIC  SCHOOL  TEXT¬ 
BOOKS  (ELEMENTARY  AND  HIGH  SCHOOL)  BASED 
ON  TOTAL  ENROLLMENT  IN  NINE 
FREE-TEXTBOOK  STATES 


Per  Capita  Percentage  of 

t  Cost  of  Cost  of  Text- 

Textbooks  Based  books  to  Total 

State  on  Enrollment  Cost  of  Schools 

Maine  .  .96  3.40 

Maryland  .  .82  3.33 

Massachusetts  .  .79  1.93 

New  Hampshire  .  .92  2.72 

New  Jersey  .  .81  1.78 

Pennsylvania  . .82  2.49 

Rhode  Island .  1.22  3.78 

Vermont  .  .76  2.58 

Wyoming  .  1.25  3.45 


In  1915,  the  New  York  State  Department  of  Efficiency 
and  Economy  reported  on  the  probable  expenditure  necessary 

1See  Bulletin  1915,  No.  36,  United  States  Bureau  of  Education. 

[252] 


CHURCH  SCHOOL  FINANCE 


to  supply  all  elementary  and  secondary  school  pupils  in  the 
state  with  free  books.  “This  investigation  indicates  that  the 
probable  cost  of  installation  of  a  system  of  furnishing  free 
textbooks  to  all  the  pupils  in  the  public  schools  of  the  state 
would  be  an  average  of  $1.2348  for  each  elementary  school 
pupil,  and  $4.8487  for  each  secondary  school  pupil,  if  pur¬ 
chased  from  private  publishers  at  prices  paid  by  the  City  of 
New  York.  No  estimate  has  been  made  of  the  cost  of  publica¬ 
tion  by  the  State  itself.  The  cost  of  renewal,  or  the  annual  cost 
of  a  free  textbook  system  for  New  York  State,  is  estimated 
from  the  annual  cost  in  free  textbook  cities  of  the  state  as 
follows:  In  elementary  schools,  $.6456;  in  secondary  schools, 
$i-5833-”1 

The  cost  of  required  basic  school  books  for  Indiana  in 
1920  is  shown  in  the  accompanying  table: 


Number  of  Books  Cost  of 

Name  of  Textbook  Used  by  Pupil  Book  or  Books 

1920 

Totals  .  25  $12.07 


Primer  .  1  .22 

First  Reader  .  1  .23 

Second  Reader  .  1  .30 

Third  Reader  .  1  .37 

Fourth  Reader .  1  .44 

Fifth  Reader  .  1  .44 

Arithmetic  .  2  .90 

Grammar  .  2  1.45 

Geography  .  2  3.13 

History  .  1  1.55 

Physiology  .  2  1.68 

Spelling  .  2  .72 

Writing  .  8  .64 


A  total  of  twenty-five  books  covering  a  period  of  eight 
years  cost  $12.07.  This  original  cost  of  $12.07  must  be 
divided  by  two  because  the  average  life  of  elementary  public 
school  textbooks  is  two  years. 

Durability  is  a  prime  factor  in  reducing  the  cost  of  text¬ 
books  for  public  school  pupils,  and  durability  is  one  of  the 
chief  reasons  that  the  actual  cost  of  the  excellent  graded 

1  Bulletin,  1915,  No.  36,  United  States  Bureau  of  Education. 

[253] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Sunday  school  literature  is  less  than  the  more  temporary 
lesson  material  which  it  has  displaced. 

No  attempt  has  been  made  to  compare  the  quantity  of 
material  used  by  pupils  in  the  public  schools  with  the  quantity 
of  material  used  by  Sunday  school  pupils.  Neither  has  the 
quality,  mechanical  structure  or  pedagogical  excellence  of  the 
two  bodies  of  literature  been  compared.  It  is  not  the  purpose 
of  this  section  of  the  report  to  suggest  that,  under  present 
conditions,  the  present  quantity  and  quality  of  material  could 
be  produced  for  less  than  the  present  rates.  It  is  rather  the 
purpose  of  the  report  to  suggest  that  there  are  evidences  of 
waste,  which  may  be  eliminated  with  a  corresponding  reduc¬ 
tion  in  the  cost  of  curriculum  material  without  decreasing 
the  efficiency  of  instruction.  The  solution  of  the  relatively 
high  cost  of  Sunday  school  material  does  not  lie  with  the  pub¬ 
lisher  so  much  as  it  lies  with  the  consumer.  By  ordering 
high-grade,  durable  material  at  a  relatively  higher  cost,  and 
by  using  care  in  the  preservation  and  distribution  of  the  ma¬ 
terial  when  it  has  been  received,  the  consumer  will  be  able 
to  reduce  the  cost  of  teaching  material. 

The  following  are  sources  of  expense  for  teaching  ma¬ 
terial  which  increase  the  cost  of  instruction  but  which  do 
not  add  to  its  effectiveness : 

(i)  The  Short  Life  of  Church  School  Textbooks  and 
Other  Supplies  Used  in  Teaching 

The  disproportionate  cost  of  church  school  textbooks  over 
public  school  textbooks  is  due  largely  to  the  short  life  of 
church  school  literature.  The  public  school  books  are  used 
from  year  to  year  until  the  text  is  worn  out  or  until  the  text 
has  been  replaced  by  a  newer  and  better  book.  Public  school 
textbooks  are  better  bound  and,  on  the  whole,  more  durable 
than  church  school  textbooks.  The  common  practice  of  dat¬ 
ing  church  school  texts  so  that  particular  lessons  are  assigned 
to  certain  designated  calendar  dates,  tends  to  prevent  the  use 
of  perfectly  good  textbook  material  after  the  specific  date 
for  which  it  has  been  issued.  This  plan  saves  postage  for 

[254] 


CHURCH  SCHOOL  FINANCE 


the  publishers  because  the  textbooks  are  issued  serially  and 
mailed  at  reduced  postal  rates ;  but  it  tends  to  limit  the  use 
of  each  lesson  to  one  Sunday.  After  the  Sundays  for  which 
lessons  have  been  dated  have  passed,  the  lesson  material  is 
usually  destroyed  even  though  it  is  new  and  has  nothing  the 
matter  with  it  except  that  it  is  “out  of  date.”  No  pedagogical 
value  is  added  by  dating  church  school  lessons.  The  practice 
leads  to  an  inexcusable  waste  of  valuable  lesson  material  and 
adds  very  materially  to  the  cost  of  church  school  operation. 

The  issuance  of  textbooks  in  paper-bound  “quarterly” 
form  tends  to  lower  the  durability  and  decrease  the  life  of 
textbook  material.  An  attempt  was  made  to  determine  the 
actual  life  of  church  school  textbooks;  but  the  church  school 
secretaries  and  treasurers  had  kept  no  records  which  would 
give  this  information.  In  the  opinion  of  careful  observers 
the  rule  is  one  year.  In  the  public  schools,  elementary  text¬ 
books  last  two  years  and  high  school  textbooks,  three  years. 

(2)  The  Careless  Distribution  of  Leaflet  Lessons  and 

Supplementary  Papers,  Cards  and  other 

Teaching  Material 

It  has  become  customary  for  church  schools  to  distribute 
free  papers,  picture  cards  and  other  free  literature  to  the 
church  school  classes  each  week.  Often  this  material  is  not 
correlated  with  the  textbook  material;  teachers  seldom  make 
any  attempt  to  apply  this  supplementary  literature  to  the  regu¬ 
lar  lessons;  frequently  the  papers  are  not  suited  to  the  age 
and  experience  of  the  pupils  who  receive  them.  It  frequently 
happens  that  care  is  not  exercised  in  the  ordering  of  these 
supplies  and  large  quantities  remain  unused  each  Sunday. 
Because  the  literature  is  dated,  it  is  not  used  on  later  occasions. 

(3)  Indirect  Tax  For  Denominational  Benevolences 

Denominational  charities  and  other  benevolent  or  mission¬ 
ary  causes  are  frequently  supported  from  the  profits  on  church 
school  publications.  The  price  of  each  textbook,  in  such  cases, 
must  contain  the  indirect  tax  which  the  publisher  later  turns 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


over  to  some  worthy  cause ;  but  which  does  not  tend  to  improve 
the  quality  of  the  textbooks  or  to  reduce  their  price. 

Turning  from  the  cost  of  instruction  to  the  operation  and 
maintenance  of  the  plant  in  which  instruction  is  given,  it  will 
be  observed  at  once  that,  while  199  churches  paid  out  of  their 
treasuries  only  $492  in  one  year  for  the  expenses  of  their 
church  schools,  the  churches  regard  their  schools  as  members 
of  the  church  family  and,  with  rare  exceptions,  charged  them 


SUPPORT  OF  SCHOOL 

Instruction  * 

Other  Expenditures 
Capital  Outlay 
Administration 
Operation  op  Plant 
Maintenance 

OTHER  RELIGIOUS  WORK 

Denom.  Boards 
Other  Benev.  Work 
Local  Church 
Interdenom.  Orq. 


Per  Cent 


•  Including  textbooks 

Chart  XXIV  —  Percentage  of  Total  Amount  Expended  for  Local 
School  and  Other  Religious  Work  During  a  Twelve-Month 
Period  by  199  Indiana  Sunday  Schools. 

nothing  for  housing  and  physical  maintenance:  91.5  per  cent, 
of  the  churches  charge  their  schools  nothing  for  janitor  serv¬ 
ice;  84.4  per  cent,  of  the  schools  paid  nothing  for  new  equip¬ 
ment  and  the  erection  or  purchase  of  new  plants;  85.4  per 
cent,  paid  nothing  for  fuel,  light,  water  or  supplies,  and  82.9 
per  cent,  paid  nothing  for  repairs  of  plant  and  equipment  and 
replenishment  of  worn-out  equipment.  This  does  not  mean 
that  the  churches  are  adequately  housing  their  schools.  It 
means,  in  most  cases,  that  the  church  schools  occupy  rooms 
which  have  been  heated,  lighted  and  equipped  for  the  regular 
worship-services  of  the  churches  and  no  charge  has  been  levied 

[256] 


CHURCH  SCHOOL  FINANCE 


upon  the  schools  for  any  slight  expenses  which  might  have 
been  added  because  of  the  presence  of  the  church  school. 

EXPENDITURES  FOR  THE  SUPPORT  OF  OTHER  RELIGIOUS  WORK 

Forty-four  and  two-tenths  per  cent,  of  the  expenditures 
of  the  199  churches  reporting  their  complete  budgets  was  for 
the  support  of  work  outside  of  their  local  schools.  $5,414, 

TABLE  LVIII  — THE  AMOUNT  OF  MONEY  EXPENDED  FOR 
THE  SUPPORT  OF  THE  LOCAL  CHURCH  BY  199  INDIANA 
SUNDAY  SCHOOLS,  DISTRIBUTED  AS  TO  RURAL 
OR  URBAN  LOCATION  OF  THE  SCHOOLS 

Schools  Reporting  Expending  the  Amount 

Indicated 

both 

RURAL  AND  URBAN  RURAL  URBAN 

Per  Per  Per 


Amount 

Number 

Cent. 

Number  Cent. 

Number 

Cent. 

Total  Reporting . 

.  199 

100. 

69 

34-7 

130 

65-33 

$  0.00 . 

•  153 

76.9 

65 

94-2 

88 

67.7 

0.10-  4.99 . 

I 

0.5 

0 

.0 

1 

0.8 

S.oo-  9-99 . 

4 

2.0 

0 

.0 

4 

3-1 

10.00-14.99 . 

2 

1.0 

1 

1.4 

1 

0.8 

15.00-19.99 . 

.  1 

0-5 

0 

.0 

1 

0.8 

20.00-24.99 . 

2 

1.0 

I 

1.4 

1 

0.8 

25.00-49.99 . 

10 

5-0 

1 

1.4 

9 

7.0 

50.00-99.99 . 

13 

6.5 

1 

1.4 

12 

9.2 

100.00-149.99 . 

4 

2.0 

0 

.0 

4 

3-1 

150.00-199.99 . 

2 

1.0 

0 

.0 

2 

1.5 

200.00-399.99 . 

3 

2.0 

0 

.0 

3 

2-3 

400.00-599.99 . 

1 

0.5 

0 

.0 

1 

0.8 

600.00-799.99 . 

2 

1.0 

0 

.0 

2 

1.6 

800.00-824.99 . : . 

1 

0.5 

0 

.0 

1 

0.8 

(Table  based  on 

data  from  199 

of  251 

schools  surveyed.) 

or  7.8  per  cent,  of  the  entire  income,  went  directly  into  the 
treasuries  of  the  local  churches  for  current  church  expenses; 
while  only  $492  were  appropriated  by  the  churches  for  the 
expenses  of  their  church  schools.  In  other  words,  for  every 
dollar  which  the  199  churches  expended  out  of  their  treasuries 
for  the  support  of  church  schools,  the  church  schools  put 
eleven  dollars  back  into  the  church  treasuries.  (See  Chart 

[257] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  LIX  — THE  AMOUNT  OF  MONEY  CONTRIBUTED  TO 
MISSIONARY,  EDUCATIONAL  AND  OTHER  GENERAL 
BOARDS  OF  THE  DENOMINATION  BY  199  INDIANA 
SUNDAY  SCHOOLS,  DISTRIBUTED  WITH  REF¬ 
ERENCE  TO  RURAL  OR  URBAN  LOCA¬ 
TION  OF  THE  SCHOOLS 


Schools  Reporting  Expending  the  Amount 

Indicated 

both 

RURAL  AND  URBAN  RURAL  URBAN 


Per  Per  Per 

Amount  Number  Cent.  Number  Cent.  Number  Cent. 


Total  Reporting . 

199 

100. 

69 

34.67  130 

65.3 

$  0.00 . 

59 

29.6 

29 

42.0  30 

23.1 

0.10-  4.99 . 

12 

6.0 

9 

130  3 

2.3 

5.00-  9.99 . 

12 

6.0 

1 

1.4  11 

8.5 

10.00-14.99 . 

8 

4.0 

2 

2.9  6 

4.6 

15.00-19.99 . 

9 

4-5 

6 

8.7  3 

2.3 

20.00-29.99 . 

19 

9-5 

7 

10.1  12 

9-2 

30.00-39.99 . 

10 

5-0 

2 

2.9  8 

6.2 

40.00-49.99 . 

5 

2.5 

3 

4-3  2 

i-5 

50.00-59.99 . 

10 

5-0 

4 

5-8  6 

4-6 

60.00-69. 99 . 

6 

3-0 

4 

5-8  2 

i.5 

70.00-79.99 . 

4 

2.0 

1 

1.4  3 

2.3 

80.00-89.99 . 

4 

2.0 

0 

.0  4 

31 

90.00-99.99 . 

3 

i-5 

0 

0  3 

2.3 

100.00-124.99 . 

6 

3-0 

0 

.0  6 

4.6 

125.00-149.99 . 

6 

3-0 

0 

.0  6 

4.6 

150.00-174.99 . 

1 

0.5 

1 

1.4  0 

.0 

175.00-199.99 . 

1 

0.5 

0 

.0  1 

0.8 

200.00-249.99 . 

7 

3-5 

0 

.0  7 

5-3 

250.00-299.99 . 

2 

1.0 

0 

.0  2 

1.6 

300.00-349.99 . 

5 

2.5 

0 

•0  5 

3-9 

400.00-599.99 . 

2 

1.0 

0 

.0  2 

1.6 

600.00-699.99 . 

4 

2.0 

0 

.0  4 

31 

700.00-849.99 . 

2 

1.0 

0 

.0  2 

1.6 

1250.00-1399.99 . 

2 

1.0 

0 

.0  2 

1.6 

Statistical  Measures  : 

Modes . 

$  0.00 

$0.00 

$  0.00 

Medians . 

19.70 

305 

30.00 

Qi . 

0.00 

0.00 

4.16 

Qs . 

58.75 

26.25 

97.50 

(Table  based  on  data  from  199  of  251  schools  surveyed.) 


[258] 


CHURCH  SCHOOL  FINANCE 


TABLE  LX  — THE  AMOUNT  OF  MONEY  CONTRIBUTED  TO 
INTERDENOMINATIONAL,  EDUCATIONAL,  OR 
MISSIONARY  ORGANIZATIONS  BY  199 
INDIANA  SUNDAY  SCHOOLS 


Amount 

Total  Reporting... 

$  0.00 . 

0.01-  4.99 . 

5.00-  9.99 . 

10.00-14.99 . 

15.00-19.99 . 


Schools  Expending  Amount 
Indicated 


Number 
199 
141 
12 
1 7 
8 
3 


Per  Cent. 
100. 

70.9 

6.0 

8.5 

4.0 

1.5 


20.00-24.99 .  2  1.0 

25.oa-29.99 .  4  2.0 

30.00-34.99 .  4  2.0 

40.00-44.99 .  4  2.0 


50.00-59.99 .  1  0.5 

70.00-79.99 .  2  1.0 


150.00-159.99 


0.5 


(Table  based  on  data  from  199  of  251  schools  surveyed.) 


TABLE  LXI  — THE  AMOUNT  OF  MONEY  CONTRIBUTED  FOR 
OTHER  BENEVOLENT  ENTERPRISES  WITHIN  FOREIGN 
LANDS  (NOT  INCLUDED  IN  TABLES  LIX  AND 
LX)  BY  197  INDIANA  SUNDAY  SCHOOLS 

Schools  Expending  Amount 
Indicated 

Amount  Number  Per  Cent. 


Total  Reporting .  197 

$  0.00 .  137 

0.0 1-  4.99 .  6 

5.00-  9.99 .  7 

10.0a-14.99 .  4 

15.00-19.99 .  9 

20.00-29.99 .  12 


100. 

69.8 

3-0 

3- 5 
2.0 

4- 5 
6.0 


30.00-39.99 .  4  2-0 

4O.OO-49.99 .  2  1.0 

50.00-59.99 .  2  1.0 

60.OO-69.99.... .  2  1.0 

Ii5.OO-Ii9.99 .  I  0.5 

125.00-149.99 .  4  2.0 

200.00-224.99 .  2  1.0 

225.00-249.99 .  I  0.5 

25O.OO-274.99 .  I  0.5 

27  5.OO-299.99 .  I  0.5 

300.00-324.99 .  O  .0 

325.00-349.99 .  O  .0 

35O.OO-374.99 .  2  1.0 


(Table  based  on  data  from  197  of  251  schools  surveyed.) 

[259] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  LXII  — THE  AMOUNT  OF  MONEY  EXPENDED  FOR 
THE  SUPPORT  OF  OTHER  RELIGIOUS  WORK  IN  THE 
COMMUNITY  BY  199  INDIANA  SUNDAY  SCHOOLS 

Schools  Expending  the  Amount 
Indicated 

Amount  Number  Per  Cent. 


Total  Reporting 

$  0.00 . 

0.0 1  -4.99 . 

10.00-14.99 . 

15.00-19.99 . 

20.00-24.99 . 

25.00-29.99 . 

30.00-34.99 . 

35.00-39.99 . 

40.00-44.99 . 

45.00-49.99 . 

50.00-59.99 . 

60.00-69.99 . 

70.00-79.99 . 

80.00-89.99 . 

90.00-99.99 . 

100.00-124.99 . 

125.00-149.99 . 

150.00-174.99 . 

175.00-199.99 . 

200.00-224.99 . 

225.00-249.99 . 

250.00-299.99 . 

300.00-349.99 . 

350.00-399.99 . 

400.00-449.99 . 

450.00-499.99 . 

500.00-599.99 . 

600.00-699.99 . 

700.00-799.99 . 

800.00-899.99 . 

900.00-999.99 . 

1,000.00-1,099.99 . 

1,100.00-1,199.99 . 

1,200.00-1,299.99 . 

1,400.00-1,499.99 . 

1,500.00-1,599.99 . 

1,600.00-1,699.99 . 

1,800.00-1,899.99 . 

1,900.00-1,999.99 . 

2,500.00-2,599.99 . 

2,700.00-2,799.99 . 

4,800.00-4,899.99 . 

[260] * 


199 

100. 

0 

.0 

2 

1.0 

3 

1.5 

6 

3.0 

4 

2.0 

5 

2.5 

5 

2.5 

5 

2.5 

3 

1-5 

10 

5.0 

7 

3.5 

5 

2.5 

2 

1.0 

7 

3.5 

5 

2.5 

16 

8.0 

11 

5-5 

10 

5-0 

9 

4-5 

5 

2-5 

10 

5-0 

5 

2.5 

8 

4.0 

4 

2.0 

2 

1.0 

7 

3-5 

11 

5-5 

4 

2.0 

6 

30 

3 

1*5 

1 

0-5 

3 

1-5 

1 

0.5 

2 

1.0 

2 

1.0 

3 

1.5 

I 

0.5 

1 

0.5 

1 

0.5 

1 

0.5 

1 

0.5 

1 

0.5 

CHURCH  SCHOOL  FINANCE 


TABLE  LXII  — THE  AMOUNT  OF  MONEY  EXPENDED  FOR 
THE  SUPPORT  OF  OTHER  RELIGIOUS  WORK  IN  THE 
COMMUNITY  BY  199  INDIANA  SUNDAY  SCHOOLS  — 

Continued 


Statistical  Measures  : 


Mode  .  $100.00-125.00 

Median  .  151.25 

Qi .  5978 

Qs .  381.25 


(Table  based  on  data  from  199  of  251  schools  surveyed.) 


XXV.)  Table  LVIII  shows  that  5.8  per  cent,  of  the  rural 
schools  contribute  amounts  from  $10  to  $60  a  year  for  the 
support  of  the  church;  and  that  32.3  per  cent.,  or  more  than 
three  out  of  every  ten  urban  churches,  make  contributions 


AMOUNT  (99  CHURCHES 
RECEIVED  FOR  THEIR 
SUPPORT  FROM  SUNDAY 
SCHOOLS 
92% 


AMOUNT  199  CHURCHES' 
PAY  FOR  SUPPORT  OF 
SUNDAY  SCHOOLS 


Chart  XXV  —  What  199  Churches  Pay  Out  of  Church  Treasuries 
for  the  Support  of  Their  Sunday  Schools,  and  the  Amount 
Received  by  the  Same  Churches  from  Sunday  School 
Treasuries  for  the  Support  of  the  Churches. 

ranging  from  $1  to  $825  annually  for  the  support  of  the  local 
church. 

Table  LIX  indicates  that  over  70  per  cent,  of  the  church 
schools  make  some  contribution  annually  to  the  missionary, 
educational  and  other  general  denominational  boards.  The 
median  contribution  is  $19.70  for  all  schools,  with  a  very 
wide  difference  between  the  median  for  rural  schools  of  $3.05, 
and  the  median  for  urban  schools  of  $30.00.  Table  LX  re¬ 
veals  the  interesting  fact  that  seven  out  of  every  ten  church 
schools  make  no  contributions  to  interdenominational  educa- 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  LXIII  — THE  AMOUNT  OF  MONEY  EXPENDED  FOR 
THE  SUPPORT  OF  OTHER  RELIGIOUS  WORK  IN  THE 
NATION  BY  199  INDIANA  SUNDAY  SCHOOLS 

Schools  Expending  Amount 
Indicated 


Amount  Number 

Total  Reporting .  199 


Per  Cent. 
100. 


$  0.00 .  1 7  8.5 

0.00-  4.99 .  10  5.0 

5.00-  9.99 .  16  8.0 

10.00-14.99 .  10  5.0 

15.00-19.99 .  13  6.5 

20.00-24.99 .  8  4.0 


25.00-29.99 .  9  4.5 

30.00-34.99 .  5  2.5 

35.00-39.99 .  8  4.0 

40.00-44.99 .  4  2.0 

45.00-49.99 .  4  2.0 

50.00-59-99 .  8  4.0 

60.00-69.99 .  8  4.0 

70.00-79.99 .  4  2.0 

80.00-89.99 .  10  5.0 

90.00-99.99 .  5  2.5 

100.00-124.99 .  6  3.0 

125.00-149.99 .  6  3.0 

150.00-174.99 .  5  2.5 

175.00-199.99 .  2  1.0 


200.00-249.99 .  10  5.0 

250.00-299.99 .  4  2.0 

300.00-349.99 .  7  3.5 

350.00-399.99 .  2  1.0 

400.00-449.99 .  1  0.5 

450.00-499.99 .  1  0.5 

500.00-599.99 .  4  2.0 

600.00-699.99 .  4  2.0 

700.00799.99 .  2  1.0 

900.00999.99 .  2  1.0 


1,000.00-1,099.99 .  1  0.5 

1,700.00-1,799.99 .  1  0.5 

1,950.00-1,974.99 .  1  0.5 

3,600.003,799.99 .  1  0.5 


Statistical  Measures  : 


Mode. . 
Median 
Qi . 

Q3 . 


$  0.00 

35-84 

18.37 

101.04 


(Table  based  on  data  from  199  of  251  schools  surveyed.) 

[262] 


CHURCH  SCHOOL  FINANCE 


tional  or  missionary  causes;  and  Table  LXI  shows  that  about 
seven  out  of  ten  schools  make  no  foreign  missionary  contri¬ 
butions  through  non-denominational  agencies.  Of  all  schools, 
85.4  per  cent,  make  no  contribution  through  non-denomina¬ 
tional  channels  to  benevolent  enterprises  within  the  nation; 
and  76.9  per  cent,  make  no  local  contributions  for  community 
charities  through  non-denominational  agencies. 

SOURCES  OF  INCOME  OF  LOCAL  CHURCH  SCHOOLS 

There  are  seven  sources  of  support  of  the  church  schools 
of  Indiana  as  indicated  by  the  following  analysis  of  the 
receipts  of  199  schools. 

Average 

Amount  Per  School 
$75,294  $378.36 


a.  From  regular  class  and  individual  contributions..  53,622  269.45 

b.  From  collections  for  special  purposes .  18,898  94-96 

c.  From  gifts  or  bequests .  738  3.70 

d.  From  invested  funds .  145  .73 

e.  From  concerts,  entertainments,  suppers,  etc.,  not  in¬ 

cluded  in  (b) .  1,364  6.85 

f.  From  the  local  church  treasury .  492  2.47 

g.  From  the  sale  of  quarterlies  and  supplies .  35  .17 


The  chief  source  of  income  is  the  regular  class  and  indi¬ 
vidual  contributions.  From  Table  LXIV  it  will  be  seen  that 
while  the  average  from  this  source  is  $269.45  per  school,  one- 
half  of  the  schools  receive  from  this  source  less  than  $134 
per  school,  and  one-half  receive  more  than  that  amount.  The 
median  for  rural  schools  is  $54.54,  and  for  urban  schools, 
$232.13.  (See  Chart  XXII.) 

The  second  largest  source  of  income  is  special  collections 
for  special  purposes.  Table  LXV  shows  that  two-thirds  of 
all  the  urban  schools  and  nearly  three-fifths  of  the  rural  schools 
use  this  method:  4.6  per  cent,  of  the  schools  received  small 
appropriations  from  local  church  treasuries  (Table  LXVI)  ; 
17.6  per  cent,  received  funds  from  entertainments,  suppers, 
etc.;  and  seven  schools  received  a  total  of  $35  from  the  sale 
of  textbooks  and  class  room  supplies.  (Table  LXVII.) 

[263] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  LXIV  — THE  AMOUNT  OF  MONEY  RECEIVED  DURING 
THE  LAST  FISCAL  YEAR,  FROM  REGULAR  CLASS 
AND  INDIVIDUAL  CONTRIBUTIONS  BY 
199  INDIANA  SUNDAY  SCHOOLS 

Sunday  Schools  Reporting  the  Amounts  Indicated 

BOTH  RURAL  AND  URBAN  COMMUNITIES 


Amount  Received  Number  Percentage 


Total  Reporting.  . . 

.199 

100 

0.0  -  24.99 . . . 

18 

9.0 

25.00-  49-99- •• 

27 

13-6 

50.00-  74-99- •• 

22 

11. 1 

75-00  -  99-99- -- 

13 

6-5 

100.00-  124.99... 

15 

7-5 

125.00  -  149-99-  •  • 

11 

5-5 

150.00-  174.99... 

7 

3-5 

175.00  -  199-99-  -  - 

11 

5-5 

200.00-  249.99... 

13 

6-5 

250.00  -  299.99. . . 

9 

4-5 

300.00-  349-99-  •• 

9 

4-5 

350.00-  399-99- •• 

5 

2.5 

400.00-  449.99... 

6 

3-0 

450.00-  499.99... 

0 

0. 

500.00-  549.99... 

8 

4.0 

550.00-  599-99- •• 

1 

0-5 

600.00-  699.99... 

6 

3-0 

700.00  -  799.99 . . . 

3 

i-5 

800.00  -  899.99  •  •  • 

3 

i-5 

900.00  -  999.99. . . 

1 

0-5 

1,000.00  -  1,099.99.  •  • 

1 

0.5 

1,100.00  -  1,199.99.  •  • 

1 

0-5 

1,200.00  -  1,399-99-  •  • 

2 

1.0 

1,400.00  -  1,599-99-  -  - 

4 

2.0 

1,600.00  -  1,899.99.  •  • 

2 

1.0 

2,250.00  -  2,299.99.  •  • 

1 

o-5 

Statistical  Measure: 

Median . 

. $134 

(Table  based  on  data  from  199  of  251  schools  surveyed.) 


[264] 


CHURCH  SCHOOL  FINANCE 


TABLE  LXV  — THE  AMOUNT  OF  MONEY  RECEIVED  DURING 
THE  LAST  FISCAL  YEAR  FROM  SPECIAL  COLLEC¬ 
TIONS  FOR  SPECIAL  PURPOSES  BY  199 
INDIANA  SUNDAY  SCHOOLS 


Sunday  Schools 
Reporting  the 

Amount  Received  Amounts  Indicated 

Number  Percentage 


:  0.0 

Total  Reporting . 

.  199 

.  73 

100 

36.6 

.01 

— 

24-99 . 

.  47 

23.6 

25.00 

— 

49-99 . 

.  23 

11. 5 

50.00 

— 

74-99 . 

.  13 

6.5 

75.00 

— 

99-99 . 

.  4 

2.0 

100.00 

— 

149-99 . 

.  8 

4.0 

150.00 

— 

199-99 . 

.  9 

4-5 

200.00 

— 

249-99 . 

.  4 

2.0 

250.00 

— 

299-99 . 

.  3 

i-5 

300.00 

— 

349-99 . 

.  3 

i-5 

350.00 

— 

399-99 . 

1.0 

400.00 

— 

499-99 . 

.  3 

i.5 

500.00 

— 

599-99 . 

•5 

600.00 

— 

699-99 . 

-5 

700.00 

— 

799-99 . 

1.0 

1,025.00 

— 

1,049.99 . 

.5 

2,150.00 

— 

2,174-99 . 

.5 

2,475.00 

— 

3,499-99 . 

.5 

(Table  based  on  data  from  199  of  251  schools  surveyed.) 


TABLE  LXVI  — THE  AMOUNT  OF  MONEY  RECEIVED  DURING 
THE  LAST  FISCAL  YEAR  FROM  THE  LOCAL  CHURCH 
TREASURY  BY  199  INDIANA  SUNDAY  SCHOOLS 

Sunday  Schools 
Reporting  the 

Amount  Received  Amounts  Indicated 

Number  Percentage 

Total  Reporting .  199  100 


$  0.00 
.01  - 

.  I QO 

954 

0. 

4-99 . 

5.00  - 

9-99 . 

0.5 

10.00  - 

14-99 . 

0. 

15-00  - 

19-99 . 

0.5 

20.00  - 

24-99 . 

.  3 

1-5 

25.00  - 

29.99 . 

0. 

30.00  - 

34-99 . 

0.5 

100.00  - 

104.99 . 

0.5 

250.00  - 

254.99 . 

0.5 

(Table  based  on  data  from  199  of  251  schools  surveyed.) 


[265] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  LXVII  — THE  AMOUNT  OF  MONEY  RECEIVED  DUR¬ 
ING  THE  LAST  FISCAL  YEAR,  FROM  CONCERTS, 
ENTERTAINMENTS,  SUPPERS,  ETC.,  BY  199 
INDIANA  SUNDAY  SCHOOLS 

Sunday  Schools 
Receiving  the 

Amount  Received  Amounts  Indicated 

Number  Percentage 

Total  Reporting .  199  100 


$  0.00 
.01 

.  164 

82.4 

1.2 

— 

4-99 . 

5-oo 

— 

9-99 . 

.  3 

1.8 

10.00 

— 

14-99 . 

.  5 

3-0 

15-00 

— 

19-99 . 

.  5 

3-0 

20.00 

— 

24-99 . 

.  4 

2.4 

25.00 

— 

29-99 . 

.6 

30.00 

— 

34-99 . 

1.2 

35-00 

— 

39-99 . 

1.2 

40.00 

— 

49-99 . 

.6 

50.00 

— 

59-99 . 

0.6 

60.00 

— 

69.99 . 

.  3 

1.8 

70.00 

— 

79-99 . 

.6 

80.00 

— 

89-99 . 

.6 

90.00 

— 

99-99 . 

1.2 

100.00 

— 

109-99 . 

.6 

200.00 

— 

209.99 . 

. .  1 

.6 

(Table  based  on  data  from  199  of  251  schools  surveyed.) 


RELATION  OF  THE  BUDGET  FOR  RELIGIOUS  EDUCATION  TO  THE 

TOTAL  CHURCH  BUDGET 

It  has  not  been  possible  to  secure  the  total  budgets  of  the 
churches  included  in  this  survey.  There  are  so  many  elements 
of  variability  in  the  reports  found  at  the  various  denomina¬ 
tional  headquarters  that  accurate  comparative  statements  are 
not  available  from  such  sources.  Until  a  standardized  system 
of  church  accounting  is  adopted  by  all  denominations,  it  will 
be  unwise  to  attempt  statistical  investigations  based  on  their 
published  reports.  It  has,  for  this  reason,  been  necessary 
to  make  original  investigations  in  typical  churches  for  the  pur¬ 
pose  of  determining  the  relation  of  the  budgets  for  religious 
education  to  the  total  church  budgets  of  the  same  churches. 
The  following  table  has  been  compiled  from  a  study  of  twenty- 
four  churches  selected  in  such  manner  as  to  represent  as  wide 
a  variety  of  conditions  as  possible. 

[266] 


CHURCH  SCHOOL  FINANCE 


THE  CHURCHES  SPEND 


THE  CITIES  SPEND 


Chart  XXVI  —  Relative  Expenditure  for  Education  by  Twenty-four 
Indiana  Churches  and  by  Municipalities  in  Which 
the  Churches  Are  Located. 


TABLE  LXVIII  —  COMPARISON  OF  TOTAL  CHURCH  BUDGETS 
AND  CHURCH  SCHOOL  BUDGETS  OF  TWENTY- 
FOUR  INDIANA  CHURCHES 


Percentage 

Religious 


Total 

Religious 

Education 

Church 

Education 

is  of  Total 

Church 

Budget 

Budget 

Church  Budget 

Totals  210,986 

11,029 

5-2 

1 . 

.  7,837 

278 

3-5 

2 . 

127 

5-7 

3 . 

.  5,075 

5io 

1.0 

4 . 

.  5,875 

169 

2.8 

5 . 

.  2,500 

82 

3.3 

6 . 

.  2,200 

128 

5-8 

7 . 

.  3,200 

230 

7-1 

8 . 

.  17,520 

826 

4.1 

9 . 

.  2,680 

263 

9-8 

10 . 

.  8,119 

375 

4.8 

11 . 

.  6,514 

197 

•3 

12 . 

373 

7-7 

13 . 

.  8,393 

593 

7.09 

14 . 

.  18,000 

489 

2.7 

15 . 

289 

6.0 

16 . 

.  6,686 

523 

7-8 

1 7 . 

.  16,500 

974 

5-9 

18 . 

.  12,300 

338 

3-5 

19 . 

.  4,670 

647 

13.8 

20 . 

.  17,853 

1,203 

6.1 

21 . 

.  5,5oo 

138 

2.5 

22 . 

.  3,298 

321 

97 

23 . 

.  15,477 

939 

6.1 

24 . 

.  8,929 

897 

0.0 

[267] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


In  the  interpretation  of  this  table  it  should  be  remembered 
that  44.2  per  cent,  of  the  religious  education  budgets  repre¬ 
sent  funds  raised  for  religious  purposes  outside  of  the  local 
churches.  Instead  of  spending  5.2  per  cent,  as  much  upon 
their  children  for  their  religious  training  as  they  do  on  the 
general  work  of  the  adult  congregation,  these  churches  in 
reality  expend  only  2.3  per  cent.  How  much  do  the  members 
of  these  same  churches  spend  on  the  secular  education  of  their 
children?  The  percentage  of  public  school  expenditures  to 
the  entire  budgets  of  the  municipalities  or  districts  in  which 
these  churches  are  located  is  47.  Chart  XXVI  shows  graphic¬ 
ally  the  relative  expenditures  of  these  communities  for  secular 
and  for  religious  education.  Forty-seven  cents  out  of  every 
municipal  dollar  goes  for  the  support  of  public  schools;  but 
only  two  and  three-tenths  cents  out  of  every  church  dollar 
goes  for  the  support  of  church  schools. 


III.  Some  Unsolved  Problems 

Among  the  pressing  problems  which  confront  the  leaders 
in  the  field  of  religious  education  are  those  involved  in  pro¬ 
viding  adequate  financial  support  for  religious  education  in 
the  local  church,  in  the  community,  and  in  the  larger  national 
and  international  relationships.  The  foregoing  study  has 
brought  certain  of  these  problems  into  the  foreground. 

WHAT  SHOULD  RELIGIOUS  EDUCATION  COST? 

The  community  pays  47  per  cent,  of  its  total  municipal 
budget  for  the  secular  training  of  its  children,  and  2.3  per 
cent,  of  its  church  budget  for  the  religious  training  of  its 
children.  Is  either  amount  adequate?  How  much  of  the 
income  of  a  people  needs  to  be  expended  on  the  rising  gener¬ 
ation  in  order  to  guarantee  the  future  of  both  state  and  church? 
This  is  one  of  the  basic  questions  which  should  have  the  im¬ 
mediate  attention  of  expert  investigators. 

[268] 


CHURCH  SCHOOL  FINANCE 


THE  COST  OF  INSTRUCTION  AND  SUPERVISION 

How  much  may  the  church  safely  rely  on  voluntary 
workers  for  the  supervision  and  teaching  of  religion?  How 
can  the  real  value  of  voluntary  leadership  be  determined  and 
in  what  way  may  a  church  be  given  credit  for  securing  or 
for  having  the  services,  on  a  voluntary  basis,  of  highly  skilled 
professional  leaders?  Shall  the  minister’s  salary,  or  any  part 
of  it,  be  charged  to  the  budget  of  the  church  school?  In  the 
present  survey  it  was  decided  not  to  credit  the  minister’s  salary 
to  educational  supervision  unless  he  gave  at  least  one-half  of 
his  time  to  that  specific  work.  This .  is  the  plan  followed  in 
the  public  schools  in  estimating  the  cost  of  supervision.  In 
the  discharge  of  his  duty  as  minister  of  the  whole  congrega¬ 
tion,  the  minister  should  be  expected  to  give  some  general 
oversight  to  the  work  of  the  church  school;  the  salary  would 
be  the  same,  however,  and  the  preacher’s  preparation  would 
in  most  cases  be  exactly  the  same,  if  the  church  had  no  school. 
But  is  not  the  whole  church  educational ;  and  should  not  its 
whole  budget  be  charged  to  religious  education  ?  On  the  other 
hand,  are  not  parks,  playgrounds,  libraries,  public  safety  de¬ 
partments,  etc.,  in  a  real  sense,  educational?  Should  these 
items  be  regarded  as  a  part  of  the  budget  of  public  educa¬ 
tion?  Surely,  some  basis  of  agreement  must  be  reached  be¬ 
fore  church  school  finances  can  be  standardized. 

TEXTBOOKS  AND  TEACHING  SUPPLIES 

What  percentage  of  the  budget  of  religious  education 
should  be  expended  for  textbooks  and  teaching  supplies  ? 
How  can  the  cost  of  textbooks  be  related  to  the  amount  and 
quality  of  voluntary  leadership?  The  answer  to  these  ques¬ 
tions  awaits  the  development  of  instruments  of  measurement 
which  will  determine  the  value  of  teaching  material  and  the 
efficiency  of  supervision  and  instruction. 

BUILDINGS  AND  MAINTENANCE 

What  percentage  of  the  budget  of  the  church  should  be 
charged  to  the  church  school  on  account  of  housing  and  janitor 

[269] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 

service?  In  the  present  survey  it  has  been  held  that  the 
church  should  be  credited  with  only  such  expense  as  it  incurred 
over  and  above  the  amount  it  would  have  expended  had  there 
been  no  school.  If  there  were  no  school,  the  church  would 
employ  a  preacher,  engage  a  janitor,  build  a  church  auditorium 
and  vestry,  hold  weekly  or  semi-weekly  services,  heat  its  whole 
plant,  etc.  Now,  if  the  church  school  adds  nothing  to  the 
expense  of  operating  this  plant,  as  is  usually  the  case,  it  has  not 
been  thought  just  to  credit  the  church  with  a  contribution 
to  the  budget  of  religious  education.  On  the  other  hand,  if 
these  facilities  were  not  available  it  would  obviously  cost  more 
to  operate  the  church  schools.  Wherever  the  church  has 
built  additions  for  school  purposes,  or  expended  funds  defi¬ 
nitely  in  the  interests  of  education,  full  credit  has  been  given. 
Undoubtedly  this  whole  problem  should  be  made  the  subject 
of  an  extended  study  in  order  that  uniform  working  rules 
may  be  agreed  upon. 

A  UNIFORM  SYSTEM  OF  CHURCH  AND  RELIGIOUS  EDUCATION 

ACCOUNTING 

This  entire  study  has  emphasized  the  need  of  uniform, 
standardized  record  books,  statistical  forms,  rules  governing 
distribution  of  funds,  etc.  Only  a  few  years  ago  public  school 
finances  were  in  a  chaotic  condition.  The  National  Education 
Association  appointed  a  commission  on  records,  reports,  and 
statistics.  This  commission  has  secured  the  adoption  of  stand¬ 
ardized  procedure ;  professional  financial  experts  are  employed 
in  the  leading  cities;  and  there  is  emerging  a  uniform  system 
of  educational  accounting.  There  is  need  of  a  similar  service 
in  the  field  of  religious  education  and  general  church  finance. 

OTHER  PROBLEMS 

Beyond  all  these  problems  of  standardized  accounting  are 
the  problems  of  methods  of  raising  money,  church  publicity, 
endowments,  investments,  measuring  results,  etc.,  all  of  which 
are  outside  of  the  scope  of  the  present  inquiry. 

[270] 


CHURCH  SCHOOL  FINANCE 


IF.  Conclusions 

Three  sentences  might  appropriately  close  this  inquiry  into 
the  finances  of  the  church  schools  of  Indiana : 

The  churches  are  not  spending  enough  money  on  their 
schools  to  guarantee  the  perpetuity  of  Christian  ideals. 

The  churches  are  not  getting  full  value  out  of  the  little 
which  is  expended  on  church  schools. 

A  system  of  standardized  church  and  church  school  ac¬ 
counting  will  systematically  present  to  the  church  and  church 
school  leaders  the  facts  upon  which  they  can  build  a  system 
of  schools  which  will  rest  on  a  firm  financial  basis  and  be 
free  from  inefficiency,  extravagance  and  waste. 


[271] 


PART  FOUR:  CHILD  ACCOUNTING  IN 
THE  SUNDAY  SCHOOL 

BY 

W.  L.  HANSON 

OUTLINE 

CHAPTER  X:  CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 

I.  Source  of  Data 

II.  Source  of  Pupils 

(a)  Native  or  Foreign  Born 

(b)  Rural  or  Urban 

III.  Sex-  and  Age-Distribution 

(a)  Sex 

(b)  Age  Distribution 

IV.  Elimination  from  the  Sunday  School 

V.  Church  Relationship  of  Pupils 

VI.  Organized  Classes 

VII.  Attendance  Statistics 

(a)  Number  of  Sundays  the  Sunday  Schools  are  in  Session 
Annually 

(b)  Regularity  of  Attendance  and  Effect  of  Graded  Lessons 
upon  Attendance 

(c)  Attendance  upon  Rural  and  Urban  Sunday  Schools 

VIII.  Distribution  of  Enrollment 

IX.  Regulations  Regarding  Membership  in  the  Sunday  Schools 

X.  Brief  Summary  of  Significant  Facts 

CHAPTER  XI:  RECORDS  AND  REPORTS 

I.  Form  of  Records  Used 

II.  Use  of  Statistical  Data  Made  by  Schools 

III.  What  Pupil  Data  are  Recorded 

IV.  How  the  Pupil  Data  are  Recorded 

V.  Evaluation  of  Pupil  Data 

VI.  Brief  Summary  of  Significant  Facts 


[273] 


PART  FOUR:  CHILD  ACCOUNTING  IN 
THE  SUNDAY  SCHOOL 


Chapter  X 

CHILD  ACCOUNTING  IN  THE  SUNDAY 

SCHOOL 

/.  Source  of  Data 

The  data  on  which  this  study  is  based  were  secured  by 
the  use  of  a  question-blank  filled  out  by  the  Sunday  school 
pupils  under  25  years  of  age  in  seven  cities  and  two  counties 
in  Indiana.  The  usual  plan  followed  by  the  surveyor  in  having 
these  blanks  filled  out  was,  by  arrangement  with  the  superin¬ 
tendent  of  the  Sunday  school,  to  have  the  pupils  answer  the 
questions  on  the  blank,  under  the  personal  supervision  of  the 
surveyor,  during  a  part  or  the  whole  of  a  Sunday  school 
session. 

Little  difficulty  was  experienced  in  having  the  blanks  filled 
out  fully  and  accurately  by  the  older  pupils  present  at  these 
sessions;  but  there  was  considerable  difficulty  with  pupils  un¬ 
der  8  or  9  years  of  age.  Three  reasons  account  for  this : 
Very  young  children  lacked  the  desired  knowledge  of  facts 
regarding  themselves ;  the  average  child  under  eight  years  of 
age  could  not  write  with  sufficient  speed  or  legibility;  and  no 
adequate  record  system,  giving  the  necessary  data  regarding 
the  pupils  enrolled,  had  been  kept  by  either  the  secretary  or 
the  teachers  of  the  Sunday  school. 

This  situation  necessitated  the  adoption,  for  the  young 
pupils,  of  different  methods  of  filling  out  the  blanks.  The 
following  were  the  methods  most  generally  used:  (1)  Volun- 

[275] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


teers  from  among  the  older  pupils  went  with  the  younger 
children  to  the  homes  of  these  younger  children  where  the  en¬ 
tries  in  the  blanks  were  made  by  the  parents.  (2)  A  child  was 
given  a  blank  to  take  home,  with  the  request  that  it  be  returned 
filled  out  on  the  following  Sunday.  (3)  Many  of  the  teachers, 
impressed  by  the  value  of  the  detailed  information  asked  for 
on  the  blank,  undertook  to  get  the  data  for  each  of  her  pupils 
during  the  week  following  by  use  of  the  telephone,  or  by  per¬ 
sonal  visit  to  the  home  of  the  child.  (4)  Failing  in  these 
methods,  the  surveyor  personally  telephoned,  or  visited  the 
homes  of  as  many  of  these  children  as  possible,  in  order  to 
get  authentic  information. 

RELIABILITY  OF  DATA 

Every  effort  was  made  to  get  accurate  data  regarding  each 
pupil;  both  surveyors  and  teachers  being  instructed  to  leave 
the  questions  on  a  pupil’s  blank  unanswered  unless  the  source 
of  the  answer  was  either  the  pupil,  in  the  case  of  an  older 
pupil,  or  the  parent,  or  the  record  of  the  teacher  or  secretary. 
To  what  extent  these  instructions  were  followed  can  be  in¬ 
ferred  from  the  fact  that  while  27,849  different  pupil-blanks 
were  returned  by  the  surveyor,  7,251  or  26  per  cent,  had 
nothing  written  on  them  besides  the  name  and  sex  of  the 
pupil.  In  a  large  percentage  of  these  7,251  cases,  the  teacher 
could  have  answered  the  questions  from  “hearsay  informa¬ 
tion”  ;  but  did  not  do  so  because  of  the  insistence  of  the 
instructions  for  reliable  data. 

An  effort  was  made  to  check  the  reliability  of  data  secured. 
When  the  blanks  had  been  returned  to  the  main  office,  a  4  per 
cent,  random  sampling  was  made  of  all  these  blanks.  The 
blanks  were  filed  under  the  major  divisions  of  city  or  county. 
Within  these  major  divisions  the  blanks  were  filed  alphabeti¬ 
cally  according  to  the  denomination  of  the  Sunday  school. 
Beginning  with  the  first  file,  every  25th  blank  was  taken  out 
of  the  files  and  a  copy  made  of  its  answers  under  the  follow¬ 
ing  heads : 

[276] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


a.  City. 

b.  Denomination  of  Sunday  school. 

c.  Name  of  pupil. 

d.  Sex. 

e.  Date  of  birth. 

f.  Age  last  birthday. 

g.  Grade  in  school. 

h.  Occupation  of  father. 

The  4  per  cent,  sampling  gave  a  total  of  1,117  pupil  blanks 
to  be  used  for  checking  the  above  answers.  It  was,  of  course, 
impossible  personally  to  look  up  the  parents  of  each  child  to 
verify  these  answers;  but  recourse  was  had  to  the  public 
school  census  cards  kept  on  file  in  the  office  of  the  city  superin¬ 
tendent  of  public  schools  or  the  county  superintendent  of 
schools  in  each  of  the  cities  and  counties  surveyed.  Of  the 
1,117  pupil-blanks,  the  investigator  was  not  able  to  locate 
316,  or  28.3  per  cent.  This  was  owing  to  two  major  causes; 
inability  to  identify  the  pupil  through  misspelling  of  the 
pupil’s  name;  and  a  system  of  filing  the  school  census  cards 
of  pupils  attending  rural  public  schools  which  was  so  inade¬ 
quate  as  to  make  it  necessary  to  spend  an  inordinate  amount 
of  time  in  searching  for  the  right  card. 

Of  the  801  pupil-cards  located,  representing  a  3  per  cent, 
sampling  of  the  total  number  of  pupil-blanks  returned,  it  was 
found  that  no  adequate  check  could  be  had  with  the  public 
school  census  on  either  the  occupation  of  the  father,  or  on 
the  grade  in  school  of  the  pupil,  since  the  enumerators  were 
not  required  by  law  to  make  a  record  of  these  facts  and  only 
occasionally  did  so.  In  the  case  of  five  cities  and  one  county, 
the  investigator  was  given  access  to  the  public  school  record 
cards  of  the  individual  pupils ;  and  was  able  in  many  instances 
to  verify  data  regarding  pupils  whose  names  were  not  found 
among  the  school  census  cards.  The  detailed  results  of  check¬ 
ing  the  reliability  of  the  data  concerning  the  ages  of  the  pupils 
will  be  found  under  the  section  headed  “Sex  and  Age  Distri¬ 
bution,”  on  page  282. 

The  conclusions  regarding  the  reliability  of  the  data  may 
be  summarized  as  follows:  Considering  the  data  as  a  whole, 

[277] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


or  for  any  large  unit  such  as  a  city  or  county,  the  tabulations 
of  the  facts  gathered  represent  the  real  situation  in  the  regions 
surveyed.  If  any  small  unit  is  taken,  such  as  a  single  church, 
the  tabulations  may  not  represent  the  exact  situation.  This  is 
true  because  it  is  only  when  we  have  a  large  number  of  cases 
that  the  errors  of  the  replies  tend  to  offset  one  another.  As 
an  example,  take  the  case  of  the  replies  to  the  question,  “What 
was  your  age  on  last  birthday?”  The  tendency  of  the  child 
to  report  himself  as  ten  years  old  because  he  is  accustomed 
to  say,  “Pm  going  on  ten,”  is  offset  by  the  fact  that  the  child 
who  has  just  passed  his  eleventh  birthday  is  apt  to  report  him¬ 
self  as  ten  years  old  because  of  the  habit  established  during 
the  past  year.  In  the  case  of  errors  which  are  “cumulative/’ 
such  as  those  arising  out  of  the  difficulty  experienced  in  secur¬ 
ing  replies  from  pupils  too  young  to  write,  special  care  was 
taken  to  counteract  them  by  various  methods  already  ex¬ 
plained.  (For  further  discussion  of  this  question  see  page 
288  under  “Age  Distribution.”) 

II.  Source  of  Pupils 

Native  or  Foreign  Born.  The  pupil  enrolled  in  the 
Indiana  Sunday  schools  covered  by  this  survey  are  al¬ 
most  wholly  native-born.  Out  of  the  19,842  pupils  reporting 
on  nativity,  only  167,  or  eight-tenths  of  one  per  cent.,  reported 
themselves  as  being  of  foreign  birth.  This  figure  agrees 
quite  closely  with  the  condition  throughout  the  state  as 
reported  by  the  U.  S.  Federal  Census  for  1920.  From 
the  figures  available  at  this  date  there  were  on  January 
1,  1920,  about  three  to  five  months  previous  to  the  date  of 
this  religious  survey,  861,365  persons  5-20  years  of  age  in¬ 
clusive  in  the  state,  of  which  10,279,  or  1.2  per  cent.,  were 
foreign-born  whites.  Considering  the  two  counties  and  the 
remaining  five  cities  covered  by  this  survey,  we  have  a  total 
of  166,722  persons  under  21  years  of  age  of  which  2,614,  or 
1.5  per  cent.,  are  foreign-born  whites.  Since  70  per  cent, 
of  the  foreign-born  population  of  Gary  and  35  per  cent,  of 
the  foreign-born  population  of  Indianapolis  come  from  coun- 
[278] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


tries  in  which  the  Catholic  faith  is  dominant,  one  is  justified 
in  assuming  that  the  167  out  of  19,842  pupils  who  report  them¬ 
selves  of  foreign  birth  represent,  with  a  fair  degree  of  accu¬ 
racy,  the  hold  of  the  Protestant  Sunday  schools  over  foreign- 
born  whites  in  Indiana. 

Rural  or  Urban.  Of  the  total  number  of  Sunday 
school  pupils  returning  question-blanks — that  is,  27,849  pupils 
— only  4,566,  or  16.4  per  cent.,  attended  Sunday  schools  in 
rural  communities.  This  means  that  for  the  regions  surveyed, 
only  one  pupil  out  of  every  six  returning  question-blanks  at¬ 
tended  a  Sunday  school  which  was  in  the  open  country  or  in  an 
incorporated  place  of  less  than  2,500  inhabitants.  It  does  not 
necessarily  follow,  however,  that  all  of  the  other  five  out  of 
every  six  pupils  lived  in  an  urban  community.  Indeed  a  rapid 
inspection  of  the  original  blanks  shows  that  many  of  them  gave 
their  fathers'  occupation  as  “farmer”;  and  the  natural  conclu¬ 
sion  is  that  the  greater  number  of  those  who  did,  lived  on  farms. 
Lack  of  resources,  however,  prevented  a  tabulation  of  these 
cases  for  the  purpose  of  getting  the  exact  percentage.  On  the 
other  hand,  it  was  seldom  the  case,  if  ever,  that  a  pupil  was 
found  who  was  a  regular  attendant  of  a  rural  Sunday  school 
but  who  lived  in  an  urban  community. 

The  proportion  stated  above — 1  pupil  out  of  6  surveyed, 
attending  a  rural  Sunday  school — is  not  the  same  ratio  as 
that  existing  between  the  rural  and  urban  population  for  the 
entire  state  of  Indiana.  This  relationship  is  shown  by  the 
figures  for  the  1920  Federal  Census  which  are  given  below: 

Urban  and  Rural  Population  of  Indiana  for  1920 


Per  Cent,  of 

Class  of  Places  Total  Population 

Urban  territory .  50.6 

Rural  territory .  49.4 

Cities  and  towns  of  less  than  2,500  population .  10.1 

Other  rural  territory .  39.3 


This  disagreement  in  the  proportion  between  the  urban  and 
rural  population  of  the  state  and  the  proportion  found  in  the 
survey  does  not  invalidate  the  findings  of  the  survey.  It 

[279] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


simply  indicates  that  in  this  one  respect  the  extent  of  the 
survey  was  not  sufficient  to  represent  the  entire  state. 

When  we  consider  the  two  counties  surveyed  we  find  a 
much  closer  agreement.  The  rural  population  of  these  two 
counties,  Jefferson  and  Clinton,  is  given  by  the  U.  S.  Census 
of  1920  as  30,150  persons.  The  total  population  of  these  two 
counties  was  48,446.  This  fixes  the  proportion  of  persons 
living  in  rural  communities  in  these  two  counties  as  62.2  per 
cent,  of  the  total  population;  and  the  proportion  of  the  urban 
population  as  37.8  per  cent.  The  population  of  these  two 


0  20%  40%  60%  80%  100% 


Total  Population 

^wUrbanS 

✓OOcy  •  ••••  71***  •»*•*•"*•*•*• 

VruralU 

,* v.’V  \v 

Population  under  25 

jRBAN§Sg£§ 

! .VV*  k « I 

?URAL*:':';:‘:: 

*v 

Sunday  Sohool  88 

Enrollment  gg 

||||||jUR 

BAN$ 

,1 1  ‘ ; 

•;j:' Rural  ;Y; 

•  •  V/tV*  '“T'TV*  *  .* 

•  •••••;  ••*•*••*•* 

Chart  XXVII  —  The  Percentage  of  Population  Living  in  Rural  and 
Urban  Communities  for  Two  Indiana  Counties,  Compared 
with  the  Percentages  Which  the  Rural  and  Urban 
Sunday  School  Enrollments  Are  of  the  Total 
Sunday  School  Enrollment  in  These  Same  Counties. 


counties  under  21  years  of  age  was  17,980,  of  which  11,664 
lived  in  rural  communities  and  6,346  in  urban  communities. 
The  estimated  number1  of  persons  21  years  of  age  and  up 
to  and  including  those  24  years  of  age,  in  rural  communities, 
was  2,199,  making  the  number  under  25  years  of  age  in  rural 
communities  13,863..  For  urban  communities,  the  estimated 
number  of  persons  21-24  years  of  age  inclusive  was  1,106, 
making  a  total  of  7,462  persons  under  25  years  of  age.  The 
total  number  of  blanks  returned  by  pupils  in  rural  Sunday 
schools  was  4,566,  or  32.9  per  cent,  of  the  total  rural  popula¬ 
tion  under  25  years  of  age.  On  the  other  hand,  3,073  pupils 

1  The  Federal  Census  figures  available  at  this  date  do  not  give  the  num¬ 
ber  of  persons  under  25  years  of  age,  but  do  give  the  number  under  21 
years  of  age  and  the  number  from  25-44  inclusive.  Using  these  figures 
and  the  age  distributions  for  1910,  the  above  figures  were  computed. 

[280] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


returned  blanks  from  the  urban  Sunday  schools,  or  41.2  per 
cent,  of  the  total  urban  population  within  the  same  age  limits. 
Chart  XXVII  shows  graphically,  for  these  two  Indiana  coun¬ 
ties,  the  close  agreement  between  the  ratio  of  urban  to  rural 
population,  and  the  ratio  of  the  number  of  urban  to  the 
number  of  rural  Sunday  school  pupils  surveyed. 

The  conclusion  from  these  figures  may  be  stated  briefly  as 


Urban 
Population 
Under  25 


14000 


12000 


10000 

8000 

6000 


Rural 
Population 
Under  25 


In  Sunday  Schools 


■■  Not  in  Sunday  Schools 


Chart  XXVIII  —  The  Number  and  Percentage  of  the  Rural  and 
Urban  Population  Under  25  Years  of  Age  Enrolled  in 
Sunday  Schools  in  Two  Indiana  Counties. 


follows :  In  urban  communities,  the  Sunday  schools  enroll 
virtually  two  out  of  every  five  persons  under  25  years  of  age, 
while  in  rural  communities  the  Sunday  school  enrolls  only  one 
out  of  every  three  persons.  In  other  words,  out  of  every 
15  persons  within  its  area  the  urban  Sunday  school  enrolls 
six;  while  the  rural  Sunday  school,  in  its  area,  enrolls  five  per¬ 
sons.  It  should  be  kept  in  mind,  however,  that  we  do  not 
know  the  percentage  of  persons  under  25  years  of  age  living 
in  rural  communities  who  attend  urban  Sunday  schools.  If 
we  knew  this  percentage,  the  8.5  per  cent,  difference  in  favor 
of  the  drawing  power  of  the  urban  Sunday  school  from  urban 
territory  might  be  altogether  overcome. 

[281] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Chart  XXVIII  shows  in  a  striking  manner  the  relative 
numbers  of  persons  under  25  years  of  age  in  rural  and  urban 
communities  who  are  not  enrolled  in  Sunday  schools. 

Ill .  Sex  and  Age  Distribution 

SEX  DISTRIBUTION 

In  both  urban  and  rural  communities  in  Indiana,  the  Sun¬ 
day  schools  attract  boys  less  than  they  attract  girls.  This 
fact  has  been  known  for  some  time;  but  the  degree  to  which 


RURAL 


URBAN 


Chart  XXIX  —  The  Percentage,  the  Male  Enrollment,  and  the 
Female  Enrollment  Respectively  Are,  of  the  Total 
Enrollment  in  Rural  and  Urban  Sunday  Schools. 

the  enrollment  of  girls  has  exceeded  the  enrollment  of  boys 
has  generally  been  much  over-estimated.  Table  LXIX  shows 
the  enrollments  of  both  rural  and  urban  Sunday  schools  dis¬ 
tributed  with  respect  to  males  and  females. 

TABLE  LXIX  — 27,849  INDIANA  SUNDAY  SCHOOL  PUPILS 
DISTRIBUTED  WITH  REFERENCE  TO  SEX  OF  PUPIL 
AND  RURAL  OR  URBAN  SUNDAY  SCHOOL  IN 
WHICH  THE  PUPIL  IS  ENROLLED 


Enrollment  of  Pupils  in 

BOTH  RURAL  AND 

Sex  urban  schools  rural  schools  urban  schools 

Number  Per  Cent.  Number  Per  Cent.  Number  Per  Cent. 
Both  sexes  ....  27,849  100  4,566  100  23,283  100 

Males  .  12,209  43.8  2,089  457  10,120  43.5 

Females  .  15,640  56.2  2,477  54-3  13,163  56.5 


[282] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


Chart  XXIX  presents  these  same  facts  graphically. 
In  this  chart  is  portrayed  the  conditions  in  all  of  the  com¬ 
munities  surveyed.  It  shows  that  in  all  of  the  urban  Sunday 
schools  the  girls  exceed  the  boys  by  13.0  per  cent.,  while  in 
the  rural  Sunday  schools  the  girls  exceed  the  boys  by  only 
8.6  per  cent. 

TABLE  LXX  — RURAL  POPULATION  UNDER  2-5  YEARS  OF 
AGE  IN  CLINTON  AND  JEFFERSON  COUNTIES  DIS¬ 
TRIBUTED  AS  TO  SEX  AND  ENROLLMENT 
IN  SUNDAY  SCHOOLS 

Rural  Communities 


Sex 

Population  Under 

Number 
Enrolled  in 

Percentage 
of  Population 
Under  25 
Enrolled  in 

25  Years  of  Age 

Sunday  Schools 

Sunday  Schools 

Males . 

.  7,031 

2,089 

29.7 

Females . 

.  6,832 

2,477 

34-8 

This  larger  enrollment  of  girls  than  of  boys  in  both  rural 
and  urban  Sunday  schools  is  not  due  to  a  preponderance  of 
girls  in  the  population  under  25  years  of  age  in  the  regions 
surveyed,  but  to  the  fact  that  actually  a  larger  percentage  of 
the  girls  living  in  those  communities  is  enrolled.  This  is  best 
shown  by  the  analysis  of  the  population  under  25  years  of  age 
in  the  two  counties  surveyed.  The  facts  are  given  in  Table 
LXX  and  Table  LXXI. 

TABLE  LXXI  — URBAN  POPULATION  UNDER  2 5  YEARS  OF 
AGE  IN  CLINTON  AND  JEFFERSON  COUNTIES  DIS¬ 
TRIBUTED  AS  TO  SEX  AND  ENROLLMENT 


IN  SUNDAY  SCHOOL 

Percentage 
of  Population 
Under  25 

Sex  Population  Under  Enrolled  in  Enrolled  in 

25  Years  of  Age  Sunday  Schools  Sunday  Schools 

Males .  3,706  1,301  35.1 

Females .  3,756  1,755  46.7 


From  these  tables  we  have  the  following  facts  concerning 
the  population  under  25  years  of  age  in  these  two  counties 
and  its  relation  to  the  Sunday  schools  within  their  boundaries : 

[283] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


(1)  In  rural  communities,  only  29.7  per  cent,  of  the  boys 
are  enrolled  in  Sunday  schools,  as  compared  with  34.8  per  cent, 
of  the  girls;  that  is,  5.1  per  cent,  more  girls  than  boys  are 
enrolled. 

In  urban  communities,  35.1  per  cent,  of  the  boys,  and 
46.7  per  cent,  of  the  girls,  are  enrolled  in  Sunday  schools, 
or  1 1.6  per  cent,  more  girls  than  boys. 

(2)  The  Sunday  schools  in  rural  communities  enroll  29.7 
per  cent.,  while  the  Sunday  schools  in  urban  communities 
enroll  35.1  per  cent,  of  the  boys,  or  urban  Sunday  schools 
enroll  5.4  per  cent,  more  boys  than  do  the  rural  Sunday 
schools. 

The  Sunday  schools  in  rural  communities  enroll  34.8  per 
cent.,  while  the  Sunday  schools  in  urban  communities  enroll 
46.7  per  cent,  of  the  girls,  or  urban  Sunday  schools  enroll 
1 1.9  per  cent,  more  girls  than  do  the  rural  Sunday  schools. 

We  may  conclude  then — neglecting  the  boys  and  girls  who, 
living  in  rural  communities,  are  enrolled  in  urban  Sunday 
schools — that  approximately  6  out  of  every  20  boys,  and  7 
out  of  every  20  girls  living  in  rural  communities  are  enrolled 
in  Sunday  schools ;  and  that  7  out  of  every  20  boys  and  9  out 
of  every  20  girls  living  in  urban  communities  are  enrolled 
in  Sunday  schools. 


AGE  DISTRIBUTION 

As  stated  above,  the  reported  ages  of  the  pupils  was  made 
a  matter  for  special  investigation  in  order  to  determine  the 
reliability  of  the  answers  to  the  question  of  age.  Ultimately, 
the  purpose  was  to  obtain  an  accurate  age-distribution  of 
the  Sunday  school  pupils.  The  inability  of  the  investigator 
to  locate  all  of  the  names  of  the  Sunday  school  pupils  in  the 
files  of  the  public  school  census  or  the  public  school  records 
makes  it  impossible  to  present  a  5  per  cent,  sampling  com¬ 
pletely  checked  as  to  age,  but  sufficient  names  were  found 
to  make  it  possible  to  present  a  3  per  cent,  sampling.  (See 
pages  276  and  277  for  the  detailed  description  of  the  method 
of  sampling.) 

[284] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


In  Table  LXXII  is  shown  the  20,598  rural  and  urban 
Sunday  school  pupils  distributed  by  ages,  together  with  the 
distribution  of  the  801  pupils  whose  ages  were  checked  by 
the  investigator  against  the  public  school  census  and  records. 
In  each  of  these  cases  the  percentages  of  children  at  each  age 
is  shown  in  order  that  comparison  may  be  made  more  readily 
between  the  entire  distribution  and  the  distribution  of  the 
validated  ages. 


TABLE  LXXII  —  20,598  INDIANA  SUNDAY  SCHOOL  PUPILS 
DISTRIBUTED  WITH  REFERENCE  TO  THEIR  AGES  RE¬ 
PORTED  ON  THE  QUESTION  BLANK  ARRANGED  FOR 
COMPARISON  WITH  801  OF  THE  SAME  PUPILS 
(APPROXIMATELY  A  3  PER  CENT.  SAMPLING) 
WHOSE  AGES  WERE  CHECKED  AGAINST  THE 
AGES  GIVEN  IN  THE  PUBLIC  SCHOOL 
CENSUS  AND  PUBLIC  SCHOOL 
RECORDS 


Three 

Per  Cent. 

Age  in  Years 

Total 

Group 

Sampling 

Number 

Per  Cent. 

Number 

Per  Cent. 

Totals . 

....  20,598 

100 

801 

100 

Less  than  1 . 

....  0 

0. 

0 

0. 

1 

year  . 

15 

.07 

0 

0. 

2 

years  . 

MS 

•7 

0 

0. 

3 

H 

448 

2.17 

4 

•5 

4 

i( 

768 

3-73 

5 

.62 

5 

(( 

5-17 

42 

5.22 

6 

ii 

....  1,197 

5.81 

47 

5.81 

7 

a 

....  1,342 

6.51 

63 

7.81 

8 

a 

7.22 

53 

6.56 

9 

u 

....  1,512 

7-34 

61 

8.22 

10 

u 

....  1,589 

7.71 

64 

7-93 

11 

a 

8.04 

66 

8.11 

12 

a 

-  1,700 

8.25 

83 

10.20 

13 

(( 

-  1,442 

7.00 

72 

8.92 

14 

t( 

-  i,392 

6.75 

53 

6.56 

15 

u 

.  1,119 

5-43 

44 

5-45 

16 

(( 

....  910 

4.41 

45 

5-57 

1 7 

u 

.  756 

3-67 

29 

3-59 

18 

a 

-  567 

2.75 

30 

3-7i 

19 

u 

-  393 

1.90 

21 

2.60 

20 

i( 

350 

1.69 

10 

1.24 

21 

a 

.  253 

1.22 

3 

.37 

22 

a 

....  192 

•93 

2 

.25 

23 

u 

.  162 

.78 

2 

.25 

24 

a 

_  122 

•59 

2 

.25 

1  1  year  means  i.oo  up  to  1.99  years;  2  years  means  2.00  up  to  2.99  years;  etc. 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


It  should  be  kept  in  mind  that  the  percentages  given  above 
do  not  represent  the  percentage  which  any  one-year  age-group 
is  of  the  total  Sunday  school  enrollment,  but  only  of  the  enroll¬ 
ment  of  pupils  under  25  years  of  age. 

With  the  exception  of  the  percentages  of  children  enrolled 
at  5  years  of  age  and  at  12  years  of  age,  there  is  a  fair  agree- 


u. 

o 


I- 

S 

o 


3 

Q. 


Indiana  Sunday  School  Pupils 
E. Orange  and  Washington  S.S.  Pupils 
3%  Sampling  -  Validated  Ages 


Chart  XXX  —  20,598  Persons  Under  25  Years  of  Age  Enrolled  in 
Indiana  Sunday  Schools  Distributed  by  Ages,  Compared  With 
Age  Distribution  in  East  Orange  and  Washington  Survey 
and  With  the  3  Per  Cent  Sampling  of  Validated  Ages. 


ment.  As  explained  before,  the  school  census  does  not  record 
children  who  are  under  5  years  of  age,  so  no  check  could 
be  had  on  these  children.  As  to  the  difference  between  the 
percentages  of  the  12-year-old  group,  no  satisfactory  explana¬ 
tion  can  be  given.  However,  it  must  be  stated  that  a  3  per 
cent,  sampling  is  not  sufficient  to  give  a  true  picture  of  actual 
conditions  as  respects  the  ages  of  the  pupils.  Furthermore, 
it  should  be  remembered  that  316  of  the  1,117  pupils  were  not 
located  in  the  census  or  public  school  records ;  so  that  it  was 
impossible  to  validate  the  ages  of  these  children.  As  explained 

[286] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


above,  a  considerable  number  would  be  among  those  under  5 
years  of  age;  but  it  is  also  reasonable  to  suppose  that  with 
the  increased  sampling  which  the  location  of  these  316  pupils 
would  have  given,  the  percentage  distribution  of  the  “sam¬ 
pling’’  would  have  agreed  more  nearly  with  that  obtained  from 
the  total  group  of  20,598  pupils. 

One  other  fact  should  be  stated  with  regard  to  the  fre¬ 
quency  with  which  the  investigator  located  pupils  of  certain 
ages.  The  compulsory  attendance  laws  of  Indiana  require 
children  between  the  ages  of  7  and  15  inclusive  to  attend 


Years  of  Age 

Chart  XXXI  —  Age  Distribution  of  20,598  Indiana  Sunday  School 

Pupils. 

school  for  a  certain  period  each  year.  In  those  ages,  there¬ 
fore,  the  school  census  records  are  more  accurate  than  in 
the  ages  above  15  or  below  7  years. 

The  only  other  attempt  to  get  an  age-distribution  of  the 
enrollment  of  Sunday  school  pupils  under  the  age  of  25  is 
reported  in  the  Encyclopedia  of  Sunday  Schools  and  Religious 
Education ,  by  Marjorie  J.  Jones,  under  the  title,  “Loss  in 
Sunday  School  Attendance.”  The  writer  reports  that  a  census 
of  the  children,  by  ages  from  4  to  18  years,  present  in  the 
Sunday  schools  of  East  Orange,  N.  J.,  and  in  those  of  the 
state  of  Washington,  was  taken  on  a  particular  Sunday. 
While  the  exact  figures  showing  the  number  of  children 

[287] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


of  each  age  present  on  the  Sunday  in  question  are  not  given, 
a  graph  is  shown  which  enables  the  numbers  of  pupils  of  each 
age  to  be  computed.  Chart  XXX  compares  the  distribu¬ 
tion  of  Sunday  school  pupils  obtained  from  the  Indiana  sur¬ 
vey  with  that  reported  by  the  Encyclopedia  of  Sunday  Schools 
and  Religious  Education  in  the  surveys  of  East  Orange, 
N.J.,  and  the  state  of  Washington.  It  will  be  observed  that 
the  two  curves  are  quite  similar  in  their  general  form,  though 
they  do  not  agree  as  to  the  age  at  which  the  most  pupils  are 
found  in  the  Sunday  schools.  The  Indiana  survey  found  that 
more  pupils  were  enrolled  at  12  years  of  age,  while  the  other 
survey  found  that  more  pupils  were  enrolled  at  10  years 
of  age. 

As  stated  before,  the  attempt  to  validate  the  pupil  data  as 
to  age  shows  that  for  any  small  unit,  such  as  the  single  church 
the  age-distribution  will  not  hold,  but  that  the  age-distributio 
will  be  accurate  for  any  large  number  of  churches  becair 
the  errors  in  reporting  ages  will  compensate  one  another 
This  is  shown  by  Table  LXXIII,  comparing  the  number  o 
pupils  who  reported  themselves  as  older  with  those  who  re¬ 
ported  themselves  as  younger  than  they  really  are. 


TABLE  LXXIII  — 187  SUNDAY  SCHOOL  PUPILS  WHO  REPORT 
THEIR  AGES  INCORRECTLY,  DISTRIBUTED  WITH 
RESPECT  TO  WHETHER  OR  NOT  THEY  ARE 
OLDER  OR  YOUNGER  THAN  THE 
REPORTED  AGE 


Total  reporting  ages  incorrectly . 

Number  reporting  themselves  older  than  correct  age 
Number  reporting  themselves  as  younger  than  cor¬ 
rect  age  . 

Number  of  pupils  1  year  older  than  reported . 

Number  of  pupils  1  year  younger  than  reported . 

Number  of  pupils  2  years  older  than  reported . 

Number  of  pupils  2  years  younger  than  reported . 


Number 

Per  Cent 

187 

100. 

9i 

48.7 

96 

51.3 

74 

39-5 

86 

46.0 

1 7 

9.2 

10 

5-3 

Taking  the  group  as  a  whole,  it  appears  that  the  tendency 
to  report  themselves  older  than  they  really  were  was  no 
stronger  than  the  tendency  to  report  themselves  younger. 
This  was  found  to  be  true  of  pupils  at  all  ages,  though  there 
were  not  enough  cases  at  each  age  really  to  justify  a  stronger 
statement  than  the  one  just  made. 

[288] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


TABLE  LXXIV— AGE  AND  SEX  OF  20,598  INDIANA  SUNDAY 
SCHOOL  PUPILS  IN  RURAL  AND  URBAN 

COMMUNITIES 


Totals  Males  Females 


Number 

Per 

Cent. 

Number 

Per 

Cent. 

Number 

Per 

Cent. 

Total  pupils  re- 

porting  age. . . 

20,598 

100. 

8,809 

42.71 

11,789 

57.14 

Age  of  Pupil  in 

Years 

Less  than  1 . 

0 

.0 

0 

.0 

0 

.0 

1 . 

15 

.07 

8 

.04 

7 

.03 

2 . 

145 

.70 

54 

.26 

9i 

44 

3 . 

448 

2.17 

204 

•99 

244 

1. 18 

4 . 

768 

3-72 

338 

1.64 

430 

2.08 

5 . 

1,068 

5.17 

460 

2.23 

608 

2.94 

6 . 

i,i97 

5.81 

547 

2.65 

650 

3-i5 

7 . 

L342 

6.51 

601 

2.91 

74i 

3-59 

8 . 

1,488 

7.22 

712 

3-45 

776 

376 

9 . 

1,512 

7-34 

697 

3-38 

815 

3.96 

10 . 

1,589 

7.71 

719 

349 

870 

4.22 

11 . 

1,668 

8.09 

778 

3-77 

890 

4-32 

12 . 

1,700 

8.25 

754 

3.66 

946 

4-59 

13 . 

1,442 

7.00 

639 

3-io 

803 

3-90 

14 . 

L392 

6.75 

557 

2.70 

835 

4-05 

15 . 

1,119 

5-43 

4i5 

2.01 

704 

342 

16 . 

910 

4.41 

334 

1.62 

576 

2.79 

1 7 . 

756 

3-67 

253 

1.23 

503 

2.44 

18 . 

567 

2-75 

183 

.89 

384 

1.86 

19 . 

393 

1.90 

121 

•59 

272 

1.31 

20 . 

350 

1.69 

127 

.62 

223 

I.OI 

21 . 

253 

1.22 

106 

•5i 

147 

7i 

22 . 

192 

•93 

75 

.36 

117 

•57 

23 . 

162 

.78 

73 

•35 

89 

43 

24 . 

122 

•59 

54 

.26 

68 

•33 

Statistical  Measures  : 

Median .  11.4 

Q. .  8.1 

Qs .  148 

(27,849  pupils  returned  blanks,  of 

which  20,598 

11. 1 

8.0 

14.5 

pupils, 

1 1.7 
8.2 
15.2 

or  73.96  per  cent, 

reported  their  ages.) 

Note. — Table  LXXIV  should  be  read  as  follows: 

1,066  of  the  20,598  pupils  were  5  years  of  age,  of  which  460,  or  2.23 
per  cent.,  of  the  total  number  reporting  ages  were  males,  and  608,  or 
2.94  per  cent.,  of  the  total  number  reporting  ages  were  females. 

All  percentages  following  the  number  of  males  and  females  of  each 
age  are  figured  on  the  total  number  reporting  ages — 20,598 — as  a  base. 
Table  LXXV  and  LXXVI  should  be  read  similarly. 


Q289] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


In  view  of  the  above  facts  brought  out  in  the  validation 
of  the  ages  of  the  pupils  in  the  3  per  cent,  sampling,  we  can 
conclude  that  (1)  the  age-distribution  in  such  a  large  group 
— 20,598  pupils — represents  the  actual  age-distribution,  be¬ 
cause  whatever  errors  occur  in  reporting  ages  in  one  direction 

TABLE  LXXV  —  AGE  AND  SEX  OF  16,704  INDIANA  SUNDAY 
SCHOOL  PUPILS  IN  URBAN  COMMUNITIES 

Totals  Males  Females 

Per  Per  Per 


Number 

Cent. 

Number 

Cent. 

Number 

Cent. 

Total  pupils  re- 

porting  age... 

16,704 

100. 

7,033 

69.50 

9,671 

7346 

Age  of  Pupil  in 

Years 

Less  than  1 . 

0 

.0 

0 

.0 

0 

.0 

1 . 

2 

.01 

0 

.0 

2 

.01 

2 . 

105 

.63 

37 

.22 

68 

.41 

3 . 

324 

1-93 

149 

.89 

175 

1.04 

4 . 

617 

3.69 

262 

1.56 

355 

2.13 

5 . 

905 

5-40 

381 

2.28 

524 

312 

6 . 

985 

5-89 

453 

2.71 

532 

3.18 

7 . 

1,118 

6.69 

489 

2.92 

629 

3-77 

8 . 

1,243 

7- 44 

604 

361 

639 

3.83 

9 . 

1,282 

7.67 

586 

3-50 

696 

4.17 

10 . 

L340 

8.02 

610 

3.65 

730 

4-37 

11 . 

'  i,4i3 

8.46 

641 

3-84 

772 

4.62 

12 . 

i,432 

8.57 

622 

372 

810 

4.85 

13 . 

1,204 

7.20 

536 

3-20 

668 

4.00 

*4 . 

1,127 

6.74 

455 

2.72 

672 

4.02 

15 . 

886 

5-30 

316 

1.89 

570 

341 

16 . 

685 

4.10 

238 

1.42 

447 

2.68 

1 7 . 

587 

3.5i 

188 

1. 12 

399 

2.39 

18 . 

402 

2.40 

1 16 

.69 

286 

1.71 

19 . 

303 

1.81 

81 

.48 

222 

1-33 

20 . 

236 

1.41 

76 

•45 

160 

.96 

21 . 

166 

.99 

53 

•31 

113 

,68 

22 . 

139 

.83 

53 

•32 

86 

•Si 

23 . 

112 

•6Z 

45 

.27 

6  7 

.40 

24 . 

92 

•55 

42 

•25 

50 

•30 

Statistical  Measures: 


Median . 

11.3 

10.9 

1 1.6 

Qi . 

8.1 

8.0 

8.2 

Q» . 

14.1 

13.8 

15.0 

(23,283  pupils  returned  blanks,  of  which  16,704,  or  71.73  per  cent., 

reported  their  ages.) 


Note. — See  instructions  for  reading  Table  LXXIV. 
[290] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


are  compensated  for  by  equivalent  errors  in  the  opposite 
direction. 

Table  LXXIV  shows  the  age-distribution  of  pupils  attend¬ 
ing  Sunday  schools. 

Table  LXXV  gives  the  distribution  of  the  pupils  attend¬ 
ing  urban  Sunday  schools,  and  Table  LXXVI  gives  the  same 

TABLE  LXXVI  — AGE  AND  SEX  OF  3,894  INDIANA  SUNDAY 
SCHOOL  PUPILS  IN  RURAL  COMMUNITIES 


Totals  Males  Females 


Number 

Per 

Cent. 

Number 

Per 

Cent. 

Number 

Per 

Cent. 

Total  pupils  re¬ 
porting  age... 

3,894 

100. 

1,776 

4549 

2,118 

54-37 

Age  of  Pupil  in 
Years 

Less  than  1 . 

0 

.0 

0 

.0 

0 

.0 

1 . 

13 

•33 

8 

.21 

5 

.12 

2 . 

40 

1.02 

17 

•43 

23 

•59 

3 . 

124 

3-i8 

55 

1.41 

69 

1.77 

4 . 

151 

3-87 

76 

1-95 

75 

1.92 

5 . 

163 

4.18 

79 

2.02 

84 

2.16 

6 . 

212 

5-44 

94 

2.41 

118 

3-03 

7 . 

224 

5-75 

112 

2.87 

112 

2.88 

8 . 

245 

6.29 

108 

2.77 

137 

3.52 

9 . 

230 

5-90 

ill 

2.85 

119 

3.05 

10 . 

249 

6.39 

109 

2.79 

140 

3.60 

11 . 

255 

6.54 

137 

3-51 

118 

3.03 

12 . 

268 

6.88 

132 

3.38 

136 

3.50 

13 . 

238 

6.11 

103 

2.64 

135 

3-47 

14 . 

265 

6.80 

102 

2.61 

163 

4.19 

15 . 

233 

5.98 

99 

2.54 

134 

3-44 

16 . 

225 

5-77 

96 

2.46 

129 

3-3 1 

1 7 . 

169 

4-34 

65 

1.66 

104 

2.68 

18 . 

165 

4.23 

67 

1.72 

98 

2.51 

19 . 

90 

2.31 

40 

1.02 

50 

1.28 

20 . 

114 

2.92 

5i 

1.30 

63 

1.62 

21 . 

87 

2.23 

53 

1.36 

34 

.87 

22 . 

53 

1.36 

22 

.56 

3i 

.80 

23 . 

50 

1.28 

28 

•7 1 

22 

•57 

24 . 

30 

•77 

12 

•31 

18 

.46 

Statistical  Measures: 

Median .  12.1  11.7 

.  8.2  8.0 

Qz .  16.1  15-9 

(4,566  pupils  returned  blanks,  of  which  3,894  pupils, 

or  85.28  per 

12.4 

8.2 

16.1 

cent., 

reported  their  ages.) 

Note. — See  instructions  for  reading  Table  LXXIV. 

[291] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


facts  for  the  pupils  attending  rural  Sunday  schools.  These 
tables  show  (i)  a  tendency  of  urban  Sunday  schools  to  enroll 
more  boys  and  girls  of  the  public  school  ages,  6  to  13  years, 
than  do  the  rural  schools.  Beyond  the  age  of  14,  the  per¬ 
centage  of  boys  enrolled  in  rural  Sunday  schools  is  higher 
than  in  the  urban  schools.  The  influence  of  the  public  school 
seems  to  be  marked  in  the  case  of  the  urban  group  of  Sunday 
schools,  especially  during  the  compulsory  attendance  ages, 
7  to  15  years  inclusive.  The  rapid  rise  of  the  curve  up  to 


Chart  XXXII  — 16,704  Indiana  Sunday  School  Pupils  in  Urban  Com¬ 
munities  Distributed  With  Reference  to  Age  and  Sex  of  Pupils. 

the  age  of  12  years,  as  shown  in  Chart  XXXII,  indicates 
that  the  Sunday  school  not  only  attracts  but  holds  its  pupils 
during  this  period. 

In  the  urban  Sunday  schools,  the  tendency  to  break  away 
comes  in  the  thirteenth  year,  about  a  year  before  those  pupils 
who  have  completed  the  eighth  grade  in  the  public  schools 
are  allowed  to  leave  school  and  engage  in  some  employment. 
Following  this  is  a  year  when  the  elimination  from  the  Sunday 
school  is  not  so  great — probably  corresponding  to  the  period 
of  additional  attendance  on  public  schools  required  of  those 
who  have  not  completed  the  eighth  grade — and  then  a  rapid 
drop  in  the  curve,  showing  a  very  rapid  elimination  of  pupils 
from  the  Sunday  schools  in  urban  communities. 

[292] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


Chart  XXXIII  shows  the  relative  number  of  males  and 
females  of  the  different  ages  in  rural  Sunday  schools.  The 
total  number  of  pupils  returning  question  blanks  is  not  suffi¬ 
cient  to  “smooth  out”  the  curve.  Nevertheless  the  distribution 
is  similar  to  that  of  urban  schools. 

The  age  of  maximum  enrollment  of  boys  is  n  in  both 
the  urban  and  rural  Sunday  schools.  For  girls,  the  age  of 
maximum  enrollment  is  12  in  urban  Sunday  schools  and  14  in 
rural  Sunday  schools. 

200 - - —  200 


Chart  XXXIII  —  3,894  Indiana  Sunday  School  Pupils  in  Rural 
Communities  Distributed  by  Age  and  Sex  of  Pupils. 

IV.  Elimination  from  the  Sunday  School 

It  has  long  been  recognized  that  the  “teen"  age  is  the  age 
for  dropping  out  of  Sunday  school.  Just  how  many  are 
eliminated  has  not  been  known  and  can  not  be  known  until 
more  accurate  and  detailed  pupil-records,  covering  a  period 
of  years,  are  available  for  study. 

In  the  public  school  field,  several  critical  studies  have  been 
made  of  this  problem,  though  not  for  the  state  of  Indiana. 
One  study  is  presented  here  in  order  that  some  idea  may  be 
had  of  the  relative  elimination  in  the  public  and  Sunday 
schools.  In  making  this  comparison,  however,  one  fact  should 
be  kept  in  mind;  attendance  upon  the  public  schools  is  com- 

[293] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


pulsory  within  certain  ages.  No  such  compulsion  operates 
in  the  case  of  the  Sunday  school. 

In  Chart  XXXIV  is  shown  the  curve  for  percentage  of 
public  school  children  retained  in  the  public  schools,1  together 
with  the  percentage  of  Sunday  school  pupils  retained  in  the 


a 

U! 


< 

5 


02 


<5 

o 


5 


Years  or  Age 

Legeno: 

Public  School  Children  (After  Thorndike)—— 
Sunday  School  Pupils  (Indiana)  Males 

Sunday  School  Pupils  (Indiana)  Females  . . . 

Sunday  School  Pupjls  (Indiana)  Both  Sexes 


Chart  XXXIV  —  Amount  of  Elimination  With  Respect  to  Age  in 
Public  Schools  and  in  Indiana  Sunday  Schools. 


Sunday  schools  surveyed.  It  must  be  kept  in  mind  that  the 
percentage  of  pupils  at  each  age  retained  in  the  Sunday  schools, 
as  shown  by  the  chart,  is  greater  than  the  actual  retention. 
The  reasons  for  this  are  several.  In  computing  the  percentage 
of  children  retained  at  any  age,  we  use  the  following  formula : 


Number  of  children  of  any  age 

- - =  Per  cent,  of  children  retained. 

Number  of  children  in  maxi¬ 
mum  age-group 

Since  in  this  case  the  number  of  boys  and  girls  enrolled  is 
greatest  at  the  age  of  12,  we  use  that  figure  for  the  maximum 
age-group.  There  is  an  error,  of  course,  in  using  this  figure. 
1  After  Thorndike,  1907. 

[294] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


It  is  always  too  small;  therefore  the  per  cent,  retained  is  al¬ 
ways  too  large.  The  figure  used  for  the  maximum  age-group 
is  too  small,  because  it  does  not  take  into  account  the  elimina¬ 
tion  of  pupils  that  has  occurred  for  various  causes  before 
the  twelfth  birthday.  Some  pupils  will  always  drop  out  before 
the  twelfth  year  for  such  reasons  as  sickness,  death,  loss  of 
interest  in  the  Sunday  school,  removal  from  the  community 
and  the  like.  Furthermore  the  use  of  the  figure  given  above, 
even  though  no  elimination  occurred  before  the  12th  year, 
would  be  wholly  justified  only  in  a  community  with  a  sta¬ 
tionary  population.  In  a  growing  community  there  is  a  con¬ 
stant  recruiting  of  pupils  at  the  different  ages,  which  tends  to 
conceal  the  dropping  out  of  pupils;  while  in  a  community 
which  is  decreasing  in  population  the  Sunday  school  appears 
to  have  an  abnormal  loss  of  pupils.  No  attempt  has  been 
made  to  correct  these  errors  in  the  number  of  children  in 
the  maximum  age-group,  as  it  involves  a  rather  complicated 
statistical  procedure.  Consequently,  it  is  necessary  to  remem¬ 
ber,  when  reading  the  conclusions  below,  that  the  elimination 
of  the  Sunday  school  is  not  exaggerated,  but  understated. 

By  referring  to  the  chart  we  see  that  for  boys,  the  curve 
of  the  per  cent,  of  children  retained  follows  rather  closely  the 
curve  for  public  school  pupils,  until  the  fourteenth  year.  After 
that  the  public  school  elimination  is  greater.  In  the  Indiana 
Sunday  schools,  by  the  fourteenth  year,  25  per  cent,  of  the  boys 
are  eliminated;  by  the  eighteenth  year,  fully  75  per  cent. ;  and  by 
the  twenty-second  year  92  per  cent.  With  the  girls  it  is  prob¬ 
able  that  only  12  to  15  per  cent,  are  eliminated  at  the  age  of 
14;  61  per  cent,  at  the  age  of  18;  and  88  per  cent,  when 
the  age  of  22  is  reached.  In  other  words,  out  of  every  twelve 
boys  in  the  Sunday  school  at  eleven  years  of  age,  at  least  3 
have  dropped  out  by  the  age  of  fourteen,  9  by  the  age  of 
eighteen,  and  1 1  by  the  age  of  twenty-two.  In  the  case  of 
the  girls,  out  of  every  eight  girls  at  twelve  years  of  age,  1 
has  dropped  out  by  the  age  of  fourteen,  5  by  the  age  of 
eighteen,  and  7  out  of  8  by  the  age  of  twenty-two. 

From  what  groups  of  pupils  do  these  losses  come?  This 
question  is  discussed  under  the  following  heading: 

[295] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


V.  Church  Relationship  of  Pupils 

Any  study  of  the  relationship  between  individuals  and 
the  church  is  rendered  difficult  by  the  various  interpretations 
placed  upon  church  membership.  The  great  majority  of  the 
younger  children  in  the  Sunday  school,  and  a  considerable 
number  of  the  young  people,  do  not  have  a  clear  conception 
of  the  meaning  of  church  membership.  The  younger  chil¬ 
dren,  and  some  of  the  older  as  the  surveyors  learned  in  secur¬ 
ing  answers  to  these  blanks,  confuse  the  baptismal  service 
in  many  cases  with  that  of  uniting  with  the  church.  In  com¬ 
munities  having  churches  which  regard  the  children  of  parents 
who  are  members  of  church  as  being  born  into  the  church,  we 
find  this  idea  spreading  to  the  other  children  of  the  com¬ 
munity.  Again,  it  was  found  that  “belonging  to  a  Sunday 
school  which  meets  in  a  certain  church  building,”  carries  with 
it,  to  the  child  mind,  the  idea  of  belonging  to  the  church  itself. 
Under  the  headings,  “Source  of  Data’  and  “Reliability  of 
Data’  will  be  found  a  discussion  of  the  methods  used  by  the 
surveyors  to  check  the  answers,  and  secure  the  true  facts 
relative  to  each  pupil. 

In  Tables  LXXVII,  LXXVIII  and  LXXIX  will  be  found 
the  detailed  distribution  of  those  Sunday  school  pupils  who 
answered  the  questions  as  to  their  relation  to  the  church.  In 
these  three  tables  the  distribution  is  given  by  single  years  and 
for  boys  and  girls  separately. 

From  these  tables  it  will  be  seen  that  a  larger  percentage 
of  the  urban  Sunday  school  pupils — both  boys  and  girls — re¬ 
port  themselves  as  members  of  church  than  do  rural  Sunday 
school  pupils.  In  rural  schools  61  per  cent,  of  the  boys,  and 
52  per  cent,  of  the  girls  report  themselves  as  members  of 
“no  church.”  In  the  urban  schools  47  per  cent,  of  the  boys 
and  42  per  cent,  of  the  girls  report  themselves  as  members 
of  “no  church.”  Taking  both  sexes  together,  we  find  that  in 
rural  Sunday  schools  56  per  cent.,  and  in  the  urban  schools 
44  per  cent.,  report  themselves  as  members  of  “no  church.” 


TABLE  LXXVII  —  SEX,  AGE  AND  CHURCH  MEMBERSHIP  OF  14,920  INDIANA  SUNDAY  SCHOOL 

PUPILS 


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[297] 


(14,920  pupils  out  of  27,849  give  both  age  and  church  relationship.) 


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[298] 


(12,145  pupils  out  of  23,283  gave  both  age  and  church  relationship.) 


TABLE  LXXIX  — AGE,  SEX  AND  CHURCH  MEMBERSHIP  OF  2,775  INDIANA  SUNDAY  SCHOOL 

PUPILS  IN  RURAL  COMMUNITIES 


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[299] 


(2,775  pupils  out  of  4,566  gave  both  age  and  church  relationship.) 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


The  data  given  in  Tables  LXXVII,  LXXVIII,  and 
LXXIX  have  been  rearranged  by  presenting  the  number  of 
pupils  who  are  members  of  “this  church,”  “some  other 
church,”  and  of  “no  church”  by  five-year  age-groups  instead 
of  one-year  age-groups.  This  presentation  shows  more  clearly 
the  tendencies  or  trends  of  church  relationship  as  the  age  of 
the  pupils  increases. 


TABLE  LXXX  — 12,145  PUPILS  IN  INDIANA  URBAN  SUNDAY 
SCHOOLS  DISTRIBUTED  WITH  RESPECT  TO  AGE 
(BY  5-YEAR  AGE-GROUPS)  AND  THEIR 
RELATION  TO  THE  CHURCH 


Number  Reporting  Themselves  as 
Members  of 

Age-Group  “Some  Other 

“No  Church ”  “This  Church”  Church” 

Totals..  12,145  5,320  5,892  9  33 

Under  5  years .  463  418  41  4 

5.0-  9.9  years .  2,895  2,134  661  100 

10.0-14.9  years .  5428  2,161  2,862  405 

1 5.0-19.9  years .  2,646  526  1,815  305 

20.0-24.9  years .  713  81  513  119 


TABLE  LXXXI  — 2,777  PUPILS  IN  INDIANA  RURAL  SUNDAY 
SCHOOLS  DISTRIBUTED  WITH  RESPECT  TO  AGE 
(BY  5-YEAR  AGE-GROUPS)  AND  THEIR 
RELATION  TO  THE  CHURCH 


Number  Reporting  Themselves  as 
Members  of 

Age-Group  “Some  Other 

“No  Church”  “This  Church”  Church” 

Totals..  2,777  L554  1,059  164 

Under  5  years .  155  147  8  o 

5.0-  9.9  years .  629  587  40  4 

10.0-14.9  years .  960  575  337  48 

15.0-19.9  years .  741  215  463  63 

20.0-24.9  years .  290  30  21 1  49 


Charts  XXXV,  XXXVI  and  XXXVII  show  these  same 
facts  in  graphic  form.  From  these  tables  and  charts  it  will 
be  readily  seen  that  for  both  boys  and  girls,  as  the  ages  of 
the  pupils  increase,  we  find  an  increasing  tendency  for  the 
Sunday  school  enrollment  to  consist  of  persons  who  report 
themselves  as  either  members  of  “This  church”  or  of  “Some 

[300] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


other  church.”  In  the  age-groups  under  io  years,  as  we  would 
normally  expect,  only  about  4  to  7  per  cent,  of  the  rural  school 
pupils  are  reported  as  members  of  church ;  while  a  much 
higher  proportion  (21  per  cent.)  of  the  urban  school  pupils 
are  reported  as  members.  In  the  10- 14.9  years  age-group,  we 
have  in  the  rural  schools  40  per  cent.,  and  in  the  urban  schools 
60  per  cent.,  of  the  pupils  reporting  themselves  as  members 
of  church.  These  percentages  increase  for  both  rural  and 
urban  Sunday  schools  as  the  ages  increase,  so  that  in  the 


0-5  5-10  10-15  15-20  20-25 

Years  of  Age 

Chart  XXXV  —  Percentage  of  Pupils,  Under  25  Years  of  Age,  in 
Urban  Sunday  Schools,  Who  Report  Themselves  as  Members 
of  “No  Church,”  “This  Church,”  or  “Some  Other  Church.” 

20.24.9  years  age-group  we  have,  in  the  rural  schools  88  per 
cent.,  and  in  the  urban  schools  89  per  cent.,  of  the  pupils 
enrolled  at  these  ages  reporting  themselves  as  members  of 
church. 

We  also  find  that  there  is  an  increasing  tendency  for  pupils 
to  attend  Sunday  schools  other  than  those  maintained  by  the 
churches  of  which  they  are  members.  This  tendency  is  slightly 
greater  in  the  case  of  urban  school  pupils  than  in  that  of  rural 
pupils ;  also  greater  with  respect  to  girls  than  with  boys. 
These  percentages  range  from  approximately  1  per  cent,  in 
the  5-9  year  age-group,  to  16  per  cent,  in  the  20-24.9  age- 

[301] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Years  of  Age 

Chart  XXXVI  —  Percentage  of  Pupils,  Under  25  Years  of  Age,  in 
Rural  Sunday  Schools  Who  Report  Themselves  as  Members 
of  “No  Church,”  “This  Church,”  or  “Some  Other  Church.” 


group,  in  both  the  rural  and  urban  Sunday  schools.  Taking 
all  age-groups,  approximately  6  per  cent,  of  the  pupils  of 
rural  Sunday  schools  and  8  per  cent,  of  the  pupils  of  urban 
Sunday  schools  attend  a  Sunday  school  maintained  by  a 


•RURAL 


URBAN 


100%- 

80% 

60% 

40% 


Members  of 
No  Church 


Members  of-Some 
Other  Church 


Males  Females  Males  Females 


Chart  XXXVII  —  Percentage  of  Male  and  Female  Sunday  School 
Pupils  Under  25  Years  of  Age  in  Rural  and  Urban  Commu¬ 
nities  Who  Report  Themselves  as  Members  of  “No 
Church  ”  “This  Church,”  or  “Some  Other  Church.” 

[302] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


church  other  than  the  one  to  which  they  belong.  It  is  quite 
striking  that  in  both  rural  and  urban  Sunday  schools  one  out 
of  every  six  pupils  in  the  highest  age-group  studied  (20-24.9 
years)  does  not  attend  the  Sunday  school  maintained  by  the 
church  to  which  he  belongs. 

From  the  above  tables  and  charts  it  is  clearly  seen  that  as 
the  ages  of  the  pupils  increase,  the  larger  is  the  percentage  of 


12  13  14  13  16  17  18  19  2  0  21  22  23  24 


Years  of  Age 

■I  No  Church  ii^SoME  Other  Church  E23This  Church 

Chart  XXXVIII  —  Enrollment  of  Urban  Sunday  School  Pupils  of 
Each  Age  from  12  to  24  Years,  Distributed  with  Respect  to  the 
Number  of  Each  Age  Who  Roport  Themselves  as  Members  of 
“No  Church,”  “This  Church,”  of  “Some  Other  Church.” 

those  who  report  themselves  as  members  of  church.  At  first 
glance,  this  may  appear  to  be  wholly  the  result  of  the  evange¬ 
listic  work  of  the  Sunday  school  and  church;  but  such  a  con¬ 
clusion  does  not  regard  the  fact  that  the  enrollment  of  pupils 
at  each  age  rapidly  increases  after  the  twelfth  year.  What 
these  tables  show  very  decidedly  is  that  those  pupils  who  have 
not  united  with  the  church  by  the  fourteenth  year  tend  to 
drop  out  in  large  numbers  during  the  fourteenth  year.  After 
the  fourteenth  year  the  elimination  is  from  both  groups,  the 
non-church  members  and  the  church  members.  Chart 
XXXVIII  presents  this  situation  graphically. 


[303] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


By  following  with  the  eye  the  lines  connecting  the  tops 
of  the  columns  representing  the  number  of  pupils  enrolled  in 
urban  Sunday  schools  of  each  of  these  groups  referred  to 
above — “non-church/’  members  of  “this  church,”  and  mem¬ 
bers  of  “some  other  church” — one  will  readily  see  where  the 
elimination  is  taking  place  in  the  urban  schools,  and  at  what 
ages.  Just  how  great  this  elimination  is  from  year  to  year, 
and  how  much  from  each  group,  can  not  be  exactly  deter¬ 
mined  from  the  data  at  hand.  To  get  these  facts  exactly, 
one  should  have  a  large  number  of  pupil-records  covering  a 
series  of  years  in  the  life  of  each  pupil.  Such  facts  were  not 
available  in  the  regions  surveyed  in  Indiana. 

VI.  Organized  C lasses 

Considerable  stress  has  been  laid  by  various  denominations 
in  the  past  few  years  on  class  organization.  This  survey 
shows  that  while  organized  classes  are  fairly  strong  in  the 
urban  schools,  the  majority  of  pupils  in  rural  schools  are  in 
unorganized  classes.  Approximately  only  i  pupil  out  of  4, 
in  both  rural  and  urban  schools,  is  a  member  of  an  organized 
class.  Considering  rural  schools  alone,  out  of  3,871  pupils 
under  25  years  of  age  reporting  on  this  question,  707 — or  18 
per  cent. — were  members  of  organized  classes.  In  the  urban 
Sunday  schools,  out  of  16,566  pupils  under  25  years  of  age 
reporting  on  this  question,  we  have  4,682,  or  28  per  cent.,  en¬ 
rolled  in  organized  classes.  Considering  the  relative  size  of 
the  urban  and  rural  Sunday  schools,  with  the  greater  oppor¬ 
tunity  for  closer  grading  of  a  class  as  to  age  and  the  conse¬ 
quent  advantage  to  class  organization,  it  appears  that  the  dif¬ 
ference  in  the  percentage  of  pupils  in  organized  classes  in  rural 
and  urban  schools  should  be  much  greater. 

In  the  following  tables  the  ages  have  been  grouped  to  corre¬ 
spond  to  the  departmental  age-groupings  approved  by  the 
International  Sunday  School  Association.  This  grouping  is 
made  to  show  the  more  clearly  the  tendencies  toward  class 
organization  with  increased  age  of.  pupils.  In  both  rural 

[304] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


TABLE  LXXXII  — AGES  AND  RELATIONSHIP  TO  ORGANIZED 
CLASSES  OF  20,437  INDIANA  SUNDAY  SCHOOL  PUPILS 
IN  BOTH  RURAL  AND  URBAN  COMMUNITIES 


Age-Group 
of  Pupil 

Reporting 

In  Organized 
Classes 

Number  Per  Cent. 

In  Unorganized 
Classes 

Number  Per  Cent, 

0-3.9  years . 

601 

4 

.66 

597 

99-33 

4,  5 . 

1,822 

19 

1.04 

1,803 

98.96 

6,  7,  8 . 

•  3,997 

170 

4-25 

3,827 

95-75 

9,  10,  n . 

•  4,733 

679 

14-34 

4,054 

85.63 

12,  13,  14 . 

•  4,5io 

i,737 

38.51 

2,773 

61.49 

15,  16,  17 . 

•  2,752 

i,54i 

56.0 

1,211 

783 

44.00 

18-24  . 

2,022 

1,239 

61.27 

38.73 

TABLE  LXXXIII  —  AGES  AND  RELATIONSHIP  TO  ORGANIZED 
CLASSES  OF  3,871  INDIANA  RURAL  SUNDAY 

SCHOOL  PUPILS 


Age-Group  In  Organized  In  Unorganized 

of  Pupil  Classes  Classes 

Reporting  Number  Per  Cent.  Number  Per  Cent. 

0-3.9  years .  174  o  .0  174  100 

4,  5 .  3ii  o  .0  311  100 

6,  7,  8 . . .  677  24  3.54  653  96.45 

9,  10,  11 .  721  90  12.48  631  87.52 

12,  13,  14 .  77i  155  20.10  616  79.90 

15,  16,  17 .  627  228  36.36  399  63.63 

18-24 .  590  210  35-59  380  64.40 


TABLE  LXXXIV  — AGES  AND  RELATIONSHIP  TO  ORGANIZED 
CLASSES  OF  16,566  INDIANA  URBAN  SUNDAY 

SCHOOL  PUPILS 


Age-Group  In  Organized  In  Unorganized 

of  Pupil  Classes  Classes 

Reporting  Number  Per  Cent.  Number  Per  Cent. 

0-3-9  years .  427  4  .93  423  99.06 

4,  5 .  i,5H  19  1-25  1,492  98.75 

6,  7,  8 .  3,320  146  4-39  3,i74  95-6o 

9,  10,  11 .  4,012  589  14.68  3,423  85.32 

12,  13,  14 .  3,739  1,582  42.31  2,157  57.69 

15,  16,  17 .  2,125  i,3i3  61.78  812  38.22 

18-24 .  1,432  1,029  71.85  403  28.15 


and  urban  schools  this  tendency  is  marked,  though  much  more 
so  in  the  case  of  the  urban  Sunday  schools. 

In  the  two  age-groups  included  in  the  ages  6-11  years,  the 
percentage  of  pupils  in  organized  classes  is  nearly  the  same  in 
both  rural  and  urban  Sunday  schools.  Above  these  ages,  the 
urban  Sunday  school  rapidly  tends  towards  class  organiza- 

[305] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


tion.  In  the  12- 14-year  age-group,  three  times  as  many  pupils 
are  in  the  organized  classes  as  in  the  9-1 1  -year  age-group.  In 
the  15-17  year  age-group,  the  percentage  of  pupils  in  organ¬ 
ized  classes  is  four  times  what  it  is  in  the  9-1 1  age-group; 
and  in  the  18-24  year  age-group  the  percentage  of  pupils  in 
organized  classes  is  five  times  what  it  is  in  the  9-1 1 -year  age- 
group.  In  other  words,  in  the  urban  schools  4  out  of  every 
10  pupils  of  the  ages  12-14  inclusive  are  in  organized  classes; 
6  out  of  every  10  pupils  of  ages  15-17  inclusive,  and  7  out  of 


RURAL 


06  6-9  9-12  12-15 15-18 18-21 


Years  of  Age 

Chart  XXXIX  —  Percentage  of  Rural  and  Urban  Sunday  School 
Pupils  in  Different  Age-Groups  Who  Are  Mem¬ 
bers  of  Organized  Classes. 


every  10  pupils  of  ages  18-24  inclusive  are  in  organized 
classes. 

In  the  case  of  the  rural  schools,  with  12  per  cent,  of  the 
9-11-year  age-group  in  organized  classes — or  1  pupil  out  of 
every  8 — we  have  nearly  twice  this  percentage  of  the  12- 14- 
year  age-group  enrolled  in  organized  classes,  and  approxi¬ 
mately  three  times  that  percentage  enrolled  in  organized  classes 
in  both  the  15- 17-year  age-group  and  the  18-24-year  age- 
group.  This  is,  in  the  two  oldest  age-groups  studied,  approxi¬ 
mately  3  out  of  every  8  pupils  are  enrolled  in  organized 
classes. 

The  reason  why  these  two  age-groups  have  the  same  per- 

[306] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


centage  of  pupils  in  organized  classes  is  that  these  ages  are 
generally  grouped  together  in  the  same  class  in  the  rural 
schools.  This  is  not  the  case  in  the  urban  schools,  where  there 
are  enough  pupils  to  make  two  classes ;  consequently  we  have 
varying  percentages  in  the  two  upper  age-groups  in  the  urban 
schools.  This  same  wide  age-range  in  the  upper  classes  of  the 
rural  Sunday  schools,  with  its  accompanying  variation  in  the 
interests  of  the  pupils,  probably  accounts  in  large  part  for  the 
fact  that  the  urban  schools  have  twice  the  percentage  of  pupils 
in  organized  classes  of  18-24  years  age  as  do  the  rural  schools. 

Chart  XXXIX  represents  the  conditions  found  in  Tables 
LXXXII,  LXXXIII,  and  LXXXIV.  The  increasing  ten¬ 
dency  of  pupils  to  organize  their  classes  as  the  age  increases 
is  readily  seen  by  inspecting  this  chart. 

This  chart  also  shows  that  class  organization  is  not  a  large 
factor  in  either  the  rural  or  urban  Sunday  schools  before  the 
1 2- 1 4-year  age-group.  (For  additional  discussion  of  class 
organization,  see  Chapter  VI,  pp.  192-194.) 

Vll.  Attendance  Statistics 

NUMBER  OF  SUNDAYS  THE  SUNDAY  SCHOOLS  ARE  IN  SESSION 

ANNUALLY 

The  all-year  Sunday  school  is  the  one  most  commonly 
found  in  both  rural  and  urban  communities  in  Indiana.  Vir¬ 
tually  five  out  of  every  six  schools  surveyed,  or  84  per  cent., 
hold  sessions  every  Sunday  in  the  year.  As  is  well  known,  a 
smaller  per  cent,  of  rural  schools  hold  sessions  during  the 
entire  year;  but  the  difference  between  the  percentage  of  urban 
and  the  percentage  of  rural  schools  holding  all-year  schools  is 
less  than  is  commonly  supposed.  Approximately  78  per  cent., 
or  three  out  of  every  four  rural  schools,  and  90  per  cent.,  or 
nine  out  of  every  ten  urban  schools,  are  open  all  year. 

Despite  the  fact  that  it  is  quite  the  common  practice  for 
urban  churches  to  hold  no  church  services  during  the  month 
of  August,  the  Sunday  school  holds  its  sessions  regularly 
during  this  month.  In  some  of  the  larger  churches  there  was 

[307] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


100% 


°E  4CM4  a 

|S  36-40  23 
Bv> 

^  e  Under 
•  36  ^ 


W77Z7A 


Urban 

Rural 


Chart  XL — Percentage  of  Sunday  Schools  of  Rural  and  Urban 
Communities  Holding  Sessions  on  Every  Sunday  in  the 
Year,  and  for  Varying  Parts  of  the  Year. 


TABLE  LXXXV  —  252  INDIANA  SUNDAY  SCHOOLS  DIS¬ 
TRIBUTED  WITH  REFERENCE  TO  THE  NUMBER 
OF  SUNDAYS  IN  A  YEAR  THAT  THE 
SUNDAY  SCHOOL  WAS  IN  SESSION 


Both  Rural 
and  Urban 

Rural 

Urban 

Sundays  in  Session 

f 

Schools 

Schools 

Schools 

Totals. . . 

252 

112 

140 

53  1 . 

1 

0 

1 

52 . 

214 

87 

1 27 

5i . 

4 

1 

3 

50 . 

1 

1 

0 

49 . 

0 

0 

0 

48 . 

4 

1 

3 

47 . 

4 

3 

1 

46 . 

3 

2 

1 

45 . 

0 

0 

0 

44 . 

1 

1 

0 

43 . 

2 

1 

1 

42..... . 

3 

1 

2 

4i . 

0 

0 

0 

40 . 

2 

2 

0 

39 . 

.  2 

2 

0 

36 . 

3 

3 

0 

32 . 

3 

3 

0 

30 . 

.  2 

1 

1 

26 . 

2 

2 

0 

25 . 

1  In  one  instance  the 

year  included  53 

1 

Sundays. 

I 

0 

[308] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


found  a  tendency  to  combine  the  classes  which  were  depleted 
during  the  summer  months,  and  to  maintain  an  ungraded 
school ;  but  so  far  as  a  “vacation”  for  the  entire  Sunday  school 
was  concerned,  very  few  of  the  Sunday  school  officials  con¬ 
sidered  a  cessation  of  the  school’s  activities  advisable. 

As  will  be  noted  in  a  study  of  these  tables,  only  about  one 
school  in  twenty  maintains  a  school  year  shorter  than  three- 
quarters,  or  39  weeks.  The  majority  of  these  schools  are 
found  in  the  rural  communities,  where  the  roads  are  bad  and 
the  schools  are  difficult  of  access. 

Regularity  of  Attendance  and  Effect 
of  Graded  Lessons 

As  stated  in  several  places  in  this  report,  accurate  and  de¬ 
tailed  pupil-records  were  seldom  found  in  the  Sunday  schools 
covered  by  this  survey.  The  record  of  the  pupil  most  fre¬ 
quently  kept  by  the  teacher  was  that  of  the  pupil’s  attendance 
upon  the  sessions  of  the  Sunday  school.  But,  even  here,  great 
difficulty  was  experienced  in  finding  accurately  kept  records  for 
so  long  a  period  as  a  half  year.  Again  and  again  class  records 
of  attendance  had  to  be  discarded  by  the  surveyor  because  the 
teacher  had  omitted,  for  one  or  more  Sundays,  in  a  quarter, 
the  record  of  attendance  of  the  pupils  of  her  class.  The 
records  were  usually  well  kept  for  the  first  few  Sundays  at 
the  beginning  of  the  year;  but  as  the  year  went  on  more  and 
more  teachers  seemed  to  tire  of  the  labor  involved  in  keeping 
these  records  up  to  date. 

This  accurate  record  of  attendance  of  a  large  number  of 
pupils  covering  a  large  area  was  sought  in  order  to  discover  the 
degree  of  regularity  of  attendance  of  Sunday  school  pupils. 
Because  of  the  difficulty  of  tabulating  the  attendance  when  the 
attendance  record  varied  in  length  anywhere  from  one  to  fifty- 
two  Sundays,  only  those  attendance  records  were  taken  which 
fell  into  one  of  the  following  groups :  Group  I :  Those  records 
which  were  complete  for  only  13  Sundays,  or  one-quarter  of 
a  year.  Group  II :  Those  records  which  were  complete  for  26 
Sundays,  or  a  half  year.  Group  III :  Those  records  which 

[309] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


were  complete  for  the  entire  year,  or  52  Sundays.  Group  IV 
contained  only  records  of  pupils  whose  names  had  not  been 
on  the  class  roll  during  the  entire  period  covered  by  any  one 
of  the  other  three  groups.  This  was  done  to  make  it  unneces¬ 
sary  to  count  a  pupil  absent  when  his  name  was  not  on  the 
class  roll.  Consequently  the  attendance  records  are  for  pupils 
whose  names  are  actually  on  the  class  rolls  during  the  period 
for  which  the  attendance  record  was  secured.  Every  pupil 
who  had  entered  the  class  late,  who  had  moved  from  the  city, 
entered  another  Sunday  school,  or  whose  name  had  been 
stricken  from  the  rolls  by  the  teacher  or  secretary,  had  his 
attendance  or  absence  counted  only  during  the  period  in  which 
his  name  was  actually  on  the  rolls  of  the  school. 


TABLE  LXXXVI  — 16,918  INDIANA  SUNDAY  SCHOOL  PUPILS 
DISTRIBUTED  WITH  REFERENCE  TO  THE  NUMBER 
OF  DAYS  FOR  WHICH  AN  ATTENDANCE  RECORD 
WAS  SECURED  FOR  EACH  PUPIL,  AND  THE 
GRADATION  OF  THE  LESSONS  USED 
BY  THE  PUPIL 


Total 

Pupils 

Pupils 

Pupils  Using  Both 

Using 

Using 

Graded  and 

Ungraded 

Graded 

Ungraded  Lessons 

Lessons  Only 

Lessons  Only 

Total  Pupils. . 

16,918 

6,423 

10,495 

Attendance  record  for  1 

year — 52  Sundays . 

Attendance  record  for  half- 

2,257 

805 

L452 

year — 26  Sundays . 

Attendance  record  for  quar- 

2,552 

934 

1,618 

ter-year — 13  Sundays _ 

Irregular  Periods,  Per 

9,998 

3,907 

6,091 

Cent,  of  Attendance  used 

2,111 

777 

1,334 

Table  LXXXVI  shows  the  distribution  of  pupils  whose 
attendance  records  were  secured.  This  distribution  is  given 
here  on  two  bases;  length  of  time  for  which  an  attendance 
record  was  secured,  and  the  type  of  Sunday  school  lessons 
being  studied  by  the  pupil. 

It  will  be  seen  at  once  that  more  than  half  of  all  the  pupil- 
records  secured — 59  per  cent. — were  for  the  shortest  period  or 
13  weeks.  Fifteen  per  cent,  of  the  pupil-records  were  secured 
for  a  half-year,  and  only  13  per  cent,  of  the  records  of  these 
[310] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


17,000  pupils  were  of  sufficient  accuracy  for  a  period  of  one 
year  to  justify  the  surveyor’s  having  these  records  copied. 
As  it  was  found  that  only  13  per  cent,  of  the  attendance 
records  had  been  accurately  kept  for  a  year,  it  is  evident  that 
not  much  value  had  been  placed  upon  pupils’  records  by  the 
teachers  and  officials  of  the  Sunday  schools  surveyed. 

It  is  generally  held  that  a  higher  type  of  teacher  is  required 
to  handle  graded  lessons  successfully.  Furthermore,  it  is  gen- 


Thousands  of  PUPILS 
2  3  4 


a  One  Quarter 
0£ 

O 

8 

Half  Year 

ul 

o 

1  Entire  Year 

2 

$  Irregular 
Periods 


Graded 
Ungraded 


VSSSA 


Chart  XLI  —  Number  of  Days  for  Which  an  Attendance  Record  was 
Secured  for  Sunday  School  Pupils  Using  Graded  Lessons, 
and  for  Those  Using  Ungraded  Lessons. 


erally  assumed  that  the  higher  the  type  of  teacher,  the  greater 
value  she  places  upon  properly  kept  pupil-records.  Inspection 
of  the  above  chart  will  show  that  there  was  very  little  relation 
between  the  use  of  graded  lessons  and  the  length  of  the 
period  for  which  these  records  were  kept  or  the  quality  of 
the  records  themselves.  It  must  be  remembered  that  the  sur¬ 
veyor  copied  the  attendance  records  of  the  pupils  or  had  them 
transcribed.  This  was  not  done  unless  the  records  measured 
up  to  a  certain  standard  determined  by  an  inspection  of  the 
teacher’s  class-book. 

In  Table  LXXXVII  is  presented  the  distribution  of  the 
9,998  pupils  in  Group  I  by  the  number  of  Sunday  sessions 
attended.  The  number  of  pupils  attending  only  one  Sunday 
is  given,  the  number  attending  two  Sundays,  the  number 
attending  three  Sundays,  and  so  on.  This  distribution  is 
shown  for  the  pupils  who  used  ungraded  lessons,  and  for  those 

[311] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


who  used  graded  lessons.  Through  these  comparative  tables 
the  effect  of  graded  lessons  upon  regularity  of  attendance  can 
be  studied.  Similar  information  for  Groups  II,  III,  and  IV 
are  found  in  Tables  LXXXVIII,  LXXXIX  and  XC. 


TABLE  LXXXVII  —  9,998  INDIANA  SUNDAY  SCHOOL  PUPILS 
IN  BOTH  RURAL  AND  URBAN  COMMUNITIES  DIS¬ 
TRIBUTED  WITH  REFERENCE  TO  THE  GRADATION 
OF  THE  LESSON  SYSTEMS  USED  BY  THE  PUPIL 
AND  THE  NUMBER  OF  DAYS  THE  PUPIL 
ATTENDED  SUNDAY  SCHOOL  OUT 
OF  13  SUNDAYS 


Number  of 

Sundays 

Pupils  Using 
Ungraded  Lessons 

Pupils  Using 
Graded  Lessons 

0. 

Attended 

Totals. . . . 

Number 

3,907 

10 

Per  Cent.  Number 

100  6,091 

0.3  9 

Per  Cent. 

100 

0.2 

I . 

248 

6.3 

355 

5-8 

2. 

270 

6.9 

372 

6.1 

3- 

256 

6.6 

383 

6.3 

4* 

251 

6.4 

393 

6-5 

5- 

257 

6.6 

415 

6.8 

6. 

255 

6-5 

485 

8.0 

7. 

300 

7-7 

486 

8.0 

8. 

301 

7-7 

508 

8.3 

9- 

317 

8.1 

502 

8.2 

10. 

359 

9.2 

630 

10.3 

11. 

3i7 

8.1 

507 

8.3 

12. 

352 

9.0 

528 

8.7 

13. 

414 

10.6 

520 

8.6 

Statistical  Measures  : 

Qi .  4+  Sundays  attended  5+ 

Sundays  attended 

Median . 

.  8+ 

H 

7+ 

a 

u 

Q* . 

.  11+ 

u 

“  11  + 

a 

u 

This  table  should  be  read  as  follows :  There  were  3,907  pupils  using 
ungraded  lessons  for  whom  an  attendance  record  for  13  Sundays  was 
obtained.  Of  these,  10,  or  3  per  cent.,  were  on  the  roll  but  did  not  attend 
at  all ;  248,  or  6.3  per  cent.,  attended  only  1  Sunday ;  270,  or  6.9  per  cent., 
attended  only  2  Sundays,  etc.  The  other  half  of  the  table  concerning 
pupils  using  graded  lessons  is  to  be  read  in  the  similar  manner. 


An  inspection  of  these  tables  and  of  Chart  XLII  reveals 
some  very  interesting  facts.  In  the  case  of  the  3,907  pupils 
using  ungraded  lessons,  in  Group  1,  Table  LXXXVII,  one- 
half  of  the  pupils  attended  on  eight  or  more  Sundays  out  of 
the  thirteen ;  and  the  other  half  on  fewer  than  eight  Sundays. 

[312] 


Per  Cent  of  Pupils  Per  Cent  of  Pup»ls  Per  cent  of  Pupils 


10% 


8% 

6% 

4% 

2% 

0 


10% 

8% 

6% 

4% 

2% 

0 


Number  of  Sundays 
gzaUsiNG  Graded  Lesions 


Attended 

i  Us  i  ng^  Ungraded  Lessons 


<A 

Q- 

£ 

b. 

o 


z 

u 

o 


ee 

u 

Q. 


0  13  5  7  9 


I  13  15  17  19  21  23 


Number  of  Sundays  Attended 
Using  Gradeo  Lessons  WB  Using  Ungraded 


25 

Lessons 


a. 

£ 

u. 

O 


z 

Ui 

o 


s 

CL 


10% 

8% 

6% 

4% 

2% 

0 

1-4  4-8  8-12  12-16  16-20  2004  24*28  2832  3236  3640  4044 4448 4&S2 
Number  of  Sunoays  Attended 


IP% 

8% 

8% 

4% 

2% 

0 


(A 

J 

CL 

£ 

IL 

o 


UJ 

o 

ee. 

u 

O. 


Ezza Using  Graded  Lessons 


Usin<3  Ungraded  Lessons 


Chart  XLII  —  Percentage  of  Pupils  Attending  Sunday  School  for 

the  Number  of  Sundays  Indicated. 

[313] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


One-fourth  of  this  group  attended  on  only  four  Sundays  or 
fewer ;  and  three-fourths  on  more  than  four  Sundays.  At  the 
upper  end  of  the  distribution,  we  find  one-fourth  of  the  3,907 
pupils  attending  eleven  out  of  the  thirteen  Sundays. 


TABLE  LXXXVIII  — 2,552  INDIANA  SUNDAY  SCHOOL  PUPILS 
IN  RURAL  AND  URBAN  COMMUNITIES  DISTRIBUTED 
WITH  REFERENCE  TO  THE  GRADATION  OF  LESSON 
SYSTEMS  USED  BY  THE  PUPIL,  AND  THE  NUM¬ 
BER  OF  DAYS  THE  PUPIL  ATTENDED  SUN¬ 
DAY  SCHOOL  OUT  OF  26  SUNDAYS 


Pupils  Using 

Pupils  Using 

Number  of 

Sundays 

Ungraded  Lessons 

Graded  Lessons 

Attended 

Number 

Per  Cent .  Number 

Per  Cent. 

Totals. . . 

934 

100 

1,618 

100 

0. 

0 

0. 

0 

0. 

I . 

24 

2.6 

50 

3-1 

2. 

23 

2.5 

65 

4.0 

3. 

22 

2.4 

53 

3-3 

4- 

33 

3-5 

47 

2.9 

s. 

30 

3-2 

55 

34 

6. 

35 

37 

47 

2.9 

7- 

33 

3-5 

52 

3-2 

8. 

21 

2.2 

57 

3.6 

9- 

32 

34 

47 

2.9 

10. 

29 

3-1 

68 

4.2 

11 . 

28 

3-0 

46 

2.8 

12. 

32 

3-4 

65 

4.0 

13- 

37 

4.0 

45 

2.8 

14. 

35 

37 

7i 

4-4 

IS. 

52 

5-6 

66 

4.1 

16. 

39 

4-2 

76 

4-7 

17. 

33 

3.5 

69 

4-3 

18. 

45 

4.8 

64 

4.0 

19. 

29 

3.1 

76 

4-7 

20. 

44 

4-7 

73 

4-5 

21 . 

49 

5.2 

56 

3-5 

22. 

37 

4.0 

63 

39 

23. 

42 

4-5 

7i 

44 

24. 

63 

6.7 

66 

47 

25- 

43 

4.6 

70 

4-3 

26. 

44 

4-7 

100 

6.2 

Statistical  Measures  : 

Q» . 

Sundays  attended 

Median . 

a 

“  *  15+ 

u 

Qs . 

.  21+ 

a 

“  21  + 

a 

a 

[314] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


Considering  the  6,091  pupils  using  graded  lessons  for 
whom  we  have  an  attendance  record  of  13  Sundays,  we  find 
that  the  median  pupil  attended  on  seven  Sundays  out  of  the 
thirteen;  that  is,  one-half  of  the  6,091  pupils  attended  on  seven 
or  more  Sundays,  and  the  other  half  on  fewer  than  seven 
Sundays.  One-fourth  of  this  group  attended  on  fewer  than 
five  Sundays.  The  upper  fourth  of  the  group  were  in  attend¬ 
ance  11  Sundays  out  of  the  13. 

Looking  at  the  distribution  of  these  pupils  by  number  of 
days  in  attendance  out  of  the  thirteen,  we  find  the  percentage 
of  pupils  attending  9,  10,  11,  12  or  13  Sundays  slightly  larger 
than  the  percentage  of  those  attending  1,  2,  3,  4,  or  5  Sun¬ 
days.  This  is  true  for  both  graded  and  ungraded  lesson 
groups.  In  fact,  if  we  compare  the  distribution,  by  number 
of  Sundays  attended,  of  those  pupils  using  graded  lessons  with 
those  using  ungraded  lessons,  we  find  no  material  difference 
in  the  two  groups.  Apparently  graded  lessons  do  not  tend  to 
hold  pupils  in  attendance  for  periods  of  13  weeks  in  length 
any  better  than  do  ungraded  lessons. 

Turning  to  group  II  (Table  LXXXVIII),  those  pupils  for 
whom  an  attendance  record  of  26  weeks  was  secured,  we  find 
virtually  the  same  situation  as  with  Group  I.  In  this  case, 
however,  we  have  a  much  smaller  group — 2,552  in  Group  II, 
as  against  9,998  pupils  in  Group  I — so  that  our  results  are  not 
so  conclusive. 

The  median  pupil  using  graded  lessons  attended  15  Sun¬ 
days,  while  the  median  pupil  using  ungraded  lessons  attended 
16  out  of  26.  In  other  words,  half  of  the  1,618  pupils  using 
graded  lessons  attended  fifteen  or  more  Sundays  out  of  the 
twenty-six.  Again  there  is  a  slight  advantage  in  favor  of  the 
ungraded  lessons ;  but  this  difference  is  so  slight  as  to  be  of  no 
significance. 

When  we  consider  Group  III  (Table  LXXXIX),  those 
for  whom  we  have  a  record  of  attendance  covering  the  entire 
year,  with  approximately  the  same  number  of  pupils  under 
consideration  as  in  Group  II — the  advantage  is  very  slightly 
in  favor  of  the  graded  lessons.  The  median  pupil  using  un¬ 
graded  lessons  attended  on  twenty-six,  or  exactly  half  of  the 

[3I5] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  LXXXIX  — 2,263  INDIANA  SUNDAY  SCHOOL  PUPILS 
IN  BOTH  RURAL  AND  URBAN  COMMUNITIES  DISTRIB¬ 
UTED  WITH  REFERENCE  TO  THE  GRADATION  OF 
THE  LESSON  SYSTEMS  USED  BY  THE  PUPIL  AND 
THE  NUMBER  OF  DAYS  THE  PUPIL  ATTENDED 
SUNDAY  SCHOOL  OUT  OF  52  SUNDAYS 


Number  of 

Sundays 

Pupils  Using 
Ungraded  Lessons 

Pupils  Using 
Graded  Lessons 

Attended 

Totals. , 

Number 
...  805 

Per  Cent. 

100 

Number 

L458 

Per  Cent 

100 

I. 

2.0 

23 

1.6 

2. 

15 

1-9 

36 

2.5 

3- 

14 

3i 

2.1 

4- 

23 

2.9 

4i 

2.8 

5- 

14 

1-7 

4i 

2.8 

6. 

2.7 

32 

2.2 

7- 

2.6 

24 

1.6 

8. 

1.4 

21 

1.4 

9- 

1.2 

18 

1.2 

10. 

2.5 

38 

2.6 

11 . 

0.9 

26 

1.8 

12. 

19 

2.4 

22 

1.5 

13- 

17 

2.1 

21 

14 

14. 

19 

2.4 

18 

1.2 

is. 

2.6 

16 

1. 1 

16. 

1-5 

15 

1.0 

17. 

14 

1-7 

18 

1.2 

18. 

14 

1-7 

28 

1.9 

19. 

1-5 

27 

1.9 

20. 

2.6 

33 

2.3 

21. 

1.2 

26 

1.8 

22. 

15 

1-9 

24 

1.6 

23- 

9 

1. 1 

24 

1.6 

24. 

2.0 

19 

13 

25. 

23 

2.9 

3i 

2.1 

26. 

23 

2.9 

29 

2.0 

27. 

15 

1.9 

18 

1.2 

28. 

9 

1. 1 

20 

1.4 

29. 

1.4 

25 

1.7 

30. 

2.0 

29 

2.0 

3i. 

2.0 

3i 

2.1 

32. 

15 

1-9 

21 

14 

33- 

15 

1.9 

30 

2.1 

34- 

15 

i.9 

3i 

2.1 

35. 

2.6 

26 

1.8 

36. 

14 

1-7 

35 

2.4 

37- 

8 

1.0 

26 

1.8 

38. 

17 

2.1 

36 

2-5 

39- 

[316] 

2.0 

25 

1.7 

CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


TABLE  LXXXIX  —  Continued 


Number  of  Sundays 
Attended 


Pupils  Using 
Ungraded  Lessons 

Number  Per  Cent. 


40  .  28  3.5 

41  .  9  1.1 

42  .  14  1 7 

43  .  10  1.2 

44  .  15  1-9 

45  .  22  27 

46  .  12  1.5 

47  .  15  1-9 

48  .  12  1.5 

49  .  1 7  2.1 

50  .  26  3.2 

51  .  4  0.5 

52  .  17  2.1 

53 1 .  1  0.1 


Pupils  Using 
Graded  Lessons 


Number  Per  Cent. 


54 

26 

42 

34 

37 

40 

23 

28 

3i 

21 

34 

20 

33 

0 


3-7 

1.8 

2.9 
2-3 

2.5 

2.8 

1.6 
i.g 
2.1 

14 

2.3 

1.4 
2.3 

0. 


Statistical  Measures  : 


Qi .  13+  Sundays  attended  13+  Sundays  attended 

Median .  26+  “  “  29+ 

Q* .  39+  “  “  41+ 


1  1920  was  a  leap  year,  with  Sunday  falling  on  February  29th;  any  Sunday  school 
ending  its  School  Year  in  February  would  have  53  Sundays  in  the  year. 


Sundays  in  the  year ;  while  the  median  pupil  using  graded 
lessons  attended  on  twenty-nine  out  of  the  fifty-two  Sundays. 
Otherwise  stated,  half  of  the  805  pupils  using  ungraded  les¬ 
sons  attended  on  twenty-six  or  more  Sundays  in  the  year, 
while  the  other  half  attended  on  fewer  than  twenty-six  Sun¬ 
days.  And,  half  of  the  1,458  pupils  using  graded  lessons 
attended  on  twenty-nine  or  more  Sundays,  while  the  other  half 
attended  less  frequently.  Considering  the  upper  quartiles — 
the  upper  25  per  cent,  when  the  pupils  are  arranged  in  the 
order  of  the  number  of  days  of  attendance  from  the  lowest  to 
the  highest  as  in  Table  LXXXIX — the  upper  fourth  of  the 
pupils  using  ungraded  lessons  were  in  attendance  thirty-nine 
or  more  Sundays  out  of  fifty-two.  The  upper  fourth  of  the 
pupils  using  graded  lessons  attended  on  forty-one  or  more 
Sundays  in  the  year.  The  lowest  one-fourth  of  both  the 
graded  and  ungraded  lesson  groups  attended  on  thirteen  Sun- 

[317] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


days  or  fewer  during  the  year :  that  is,  one-fourth  of  all  the 
pupils  in  this  group  attended  Sunday  school  less  than  one- 
fourth  of  a  school  year  of  fifty-two  weeks. 

In  Group  IV  (Table  XC) — pupils  for  whom  attendance 
records  were  secured  for  various  irregular  periods — there  is 
apparently  no  difference  in  the  attendance  of  the  pupils  using 

TABLE  XC  — 2,iii  INDIANA  SUNDAY  SCHOOL  PUPILS  IN 
RURAL  AND  URBAN  COMMUNITIES  DISTRIBUTED 
WITH  REFERENCE  TO  THE  GRADATION  OF  LESSON 
SYSTEMS  USED  BY  THE  PUPIL  AND  THE 
PERCENTAGE  OF  SUNDAYS  ATTENDED 

Pupils  Using  Ungraded  Pupils  Using  Graded 
Percentage  Lessons  Lessons 

of  Sundays 
Attended 


Number 

Per  Cent. 

Number 

Per  Cent, 

Totals....  777 

100 

L334 

100 

0-  9--. 

.  37 

4.8 

53 

4.0 

10-  19. . . 

.  74 

9-5 

93 

7-0 

20-  29. . . 

.  82 

10.6 

131 

9-8 

30-  39- • • 

8.0 

107 

8.0 

40-  49- • • 

.  35 

4-5 

113 

8.5 

50-  59... 

.  94 

12.1 

169 

12.6 

60-  69 . . . 

.  80 

10.3 

150 

11.2 

70-  79- •• 

.  48 

6.2 

92 

7.0 

80-  89. . . 

.  85 

10.9 

123 

9.2 

90-100. . . 

23.2 

303 

22.7 

Statistical  Measures: 

Medians . Ungraded — 60.5  per  cent,  of  Sundays  attended 

Graded  — 60.1  per  cent,  of  Sundays  attended 


graded  and  those  using  ungraded  lessons,  the  median  pupil  in 
each  lesson-group  having  attended  on  60  per  cent,  of  the  Sun¬ 
days  covered  by  the  record  period. 

Summarizing,  it  is  apparent  from  the  discussion  of  these 
four  distribution  tables  that  graded  lessons  as  now  taught  in 
the  Sunday  schools  covered  by  the  Indiana  survey  do  not  influ¬ 
ence,  either  for  better  or  worse,  the  attendance  of  the  pupils. 
This  fact  can  probably  be  shown  more  clearly  when  the 
aggregate  attendances  and  aggregate  absences  are  taken  into 
consideration,  and  the  percentage  of  attendance  is  computed 

[318] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


from  these  data  for  the  pupils  using  graded  lessons  and  for 
those  using  ungraded  lessons.  For  example,  in  Group  I  all  of 
the  9,998  pupils  were  on  the  Sunday  school  rolls  for  one- 
quarter  of  the  year,  or  thirteen  Sundays.  Of  this  number, 
3,907  pupils  used  ungraded  lessons  and  6,091  used  graded  les¬ 
sons.  If  these  3,907  pupils  had  attended  every  Sunday  in  the 
quarter  they  would  have  attended  a  total  of  50,791  Sundays. 
(3,907  X  1 3.)  But  many  of  these  pupils  were  absent.  Ten  of 
them  were  absent  for  the  entire  quarter — that  is,  out  of  a 
total  possible  attendance  of  130  Sundays,  there  was  a  total  of 
o  Sundays  present  and  130  Sundays  absent;  248  pupils  were 
present  one  Sunday  each,  or  an  aggregate  attendance  of  248 
Sundays,  and  an  aggregate  absence  of  2,976  Sundays.  270 
pupils  were  each  present  two  days  out  of  a  possible  thirteen 
Sundays,  making  for  them  an  aggregate  attendance  of  540 
out  of  a  possible  3,510  Sundays,  and  therefore  an  aggregate 
absence  of  2,970  Sundays.  In  like  manner  can  be  calculated 
the  total  days’  attendance  and  total  days’  absence  of  all  the 
pupils  included  in  the  distribution  of  the  pupils  in  Group  I. 
We  have  then,  when  this  summary  is  made,  a  total  of  3907 
pupils  using  graded  lessons  with  an  aggregate  attendance  of 
29,419  out  of  a  possible  50,792  Sundays.  The  per  cent,  of 
attendance  of  the  pupils  in  Group  I  is  found  by  dividing  this 
aggregate  attendance  by  the  total  possible  attendance.  Stated 
in  the  form  of  an  equation  it  would  be : 

Aggregate  Sundays  attended 

Per  cent,  of  attendance  =  - 

Aggregate  “possible”  attendance. 

Substituting  the  above  quantities  in  the  equation  and 
solving,  we  have : 

29,419 

Per  cent,  of  attendance  = - —  57.9  per  cent. 

5o>79i 

Using  this  method  throughout  Groups  I,  II  and  III,  we 
have  the  following  table : 


[319] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  XCI  — COMPARISON  OF  THE  PERCENTAGE  OF  SES¬ 
SIONS  ATTENDED  BY  6423  INDIANA  SUNDAY  SCHOOL 
PUPILS  USING  UNGRADED  LESSONS  AND  10,501 
PUPILS  USING  GRADED  LESSONS 


Number  of  Pupils  Using  Ungraded  Pupils  Using  Graded 

Sundays  Lessons  Lessons 

Included  Per-  Per- 


IN  THE 

aggregate 

cent. 

aggregate 

cent. 

Attend- 

Number 

attendance 

of  Number 

attendance 

of 

ANCE 

of 

Pos- 

Attend- 

■  of 

Pos- 

Attend- 

Record 

Pupils 

sible 

Actual 

ance 

Pupils 

sible 

Actual 

ance 

13 . 

•  3,907 

50,791 

29,419 

57-9 

6,091 

79,i83 

45,76o 

57-7 

26 . 

.  934 

24,284 

14,014 

61.8 

1,618 

42,068 

23,436 

55-7 

52 . 

805 

41,860 

21,144 

50.5 

1,458 

75,8i6 

39,776 

524 

Irregular 

No 

No 

No 

No 

periods.. 

•  777 

record 

record 

58.7 

L334 

record 

record 

59-4 

o 

0£ 

o 

a 

O' 

Ul 

o 

z 

< 

o 

z 

LJ 

t- 


20% 


Per  Cent  Att ending 
40%  60% 


Half  Year 

Entire  Year 

Irregular 

Periods 


W7/Z^777X 

■ow/ss/rs/ss/SA^^^ 


80% 


100% 


Graded 


EZ2  Ungraded 


Chart  XLIII  —  The  Percent,  of  Attendance  of  Pupils  Using  Graded 
Lesson  Material  Compared  with  the  Percent,  of  Attend¬ 
ance  of  Pupils  Using  Ungraded  Lesson  Material. 


The  above  consolidated  table  together  with  Chart  No. 
XLIII  shows  clearly  and  convincingly  the  conclusion  stated 
on  page  318  as  to  the  effect  of  graded  lesson  material  on  attend¬ 
ance.  It  is  true  that  other  factors  may  enter  here  to  conceal 
the  real  effect  of  the  use  of  graded  lessons  on  attendance,  but 
no  attempt  has  been  made  to  eliminate  them.  With  the  data 
at  hand  such  an  effort  would  be  impossible. 


ATTENDANCE  UPON  RURAL  AND  URBAN  SUNDAY  SCHOOLS 

It  was  originally  the  intention  to  compare  the  attendance 
of  pupils  upon  the  rural  Sunday  schools  with  the  attendance 

[32°] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


upon  urban  schools;  but  while  figures  are  given  here,  the 
number  of  pupils  in  the  rural  group  is  not  large  enough  to 
permit  of  reliable  conclusions  being  drawn  from  their  attend¬ 
ance.  Again  the  lack  of  adequate  records  in  the  Sunday 
schools  is  responsible  for  the  failure  to  arrive  at  reliable 
conclusions. 


TABLE  XCII  — PERCENTAGE  OF  ATTENDANCE  OF  PUPILS 
USING  UNGRADED  LESSON  MATERIAL,  UPON 
RURAL  AND  URBAN  SUNDAY  SCHOOLS 

Rural  Sunday  Urban  Sunday 

Schools  Schools 


Number  of  Sundays 

Number 

Percentage 

Number 

Percentage 

Included  in  the 

of 

of 

of 

of 

Attendance  Record 

Pupils 

Attendance 

Pupils 

Attendance 

13  Sundays  . 

660 

54-3 

3,297 

58.7 

26  “  . 

83 

49.6 

851 

58.5 

52  “  . 

137 

56.5 

668 

496 

TABLE  XCIII  —  PERCENTAGE  OF  ATTENDANCE  OF  PUPILS 
USING  GRADED  LESSON  MATERIAL,  ON  RURAL 
AND  URBAN  SUNDAY  SCHOOLS 


Rural  Sunday 

Urban  Sunday 

Schools 

Schools 

Number  of 

Sundays 

Number 

Percentage 

Nmnber 

Percentage 

Included 

IN  THE 

of 

of 

of 

of 

Attendance 

Record 

Pupils 

Attendance 

Pupits 

Attendance 

13  Sundays  . . 

418 

49-5 

5,673 

58.4 

26 

119 

55-8 

i,499 

55-7 

52 

7 

60.9 

i,45i 

52.4 

If  we  take  the  above  figures  at  their  face  value,  it  would 
appear  that  urban  Sunday  school  pupils  attend  somewhat  more 
regularly  than  do  rural  pupils.  As  these  groups  are  not 
comparable  in  size,  it  is  an  open  question  as  to  what  the  real 
situation  is.  With  respect  to  the  pupils  attending  the  rural 
schools,  there  is  clearly  a  lack  of  conclusive  data,  for  the 
attendance  records  of  the  major  portion  of  these  pupils  cover 
that  period  of  the  year  when  the  roads  in  the  country  are  at 
their  worst — the  winter  and  spring  months.  For  the  urban 
Sunday  school  pupils,  however,  the  per  cent,  of  attendance  is 
quite  reliable,  in  each  instance  being  based  on  a  large  num¬ 
ber  of  cases. 


[321] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


By  consolidating  the  attendance  records  for  all  of  the 
pupils  attending  rural  schools,  we  find  that  1,424  rural  pupils 
attended  14,398  Sundays  out  of  a  possible  26,754,  or  53.8 
per  cent.  In  like  manner,  the  13,439  urban  pupils  attended 
159,151  Sundays  out  of  a  possible  287,248,  or  55.4  per  cent. 
Such  a  slight  difference  in  the  per  cent,  of  attendance  in  favor 
of  the  urban  Sunday  school  pupils  is  not  very  significant  in 
view  of  the  statement  of  conditions  given  above. 

Taking  into  consideration  the  fact  that  it  is  easier  for  a 
pupil  to  have  perfect  attendance  for  a  short  period  of  time  than 
for  a  long  period,  and  that  the  longer  period  more  nearly 
represents  the  actual  conditions  as  regards  attendance,  the 
conclusion  is  entirely  justified  that  the  average  Sunday-school 
pupil  attends  a  little  more  than  half  of  the  Sundays  during  the 
period  his  name  is  on  the  roll. 

Considerable  time  and  not  a  little  effort  were  expended  in 
attempting  to  secure  from  the  public  schools  in  the  same  com¬ 
munities  covered  by  this  religious  survey  the  distribution  of 
public  school  pupils  by  the  number  of  days  attended.  While 
these  facts  are  collected  by  the  majority  of  the  city  schools 
and  some  of  the  rural  schools,  they  were  not  assembled  in 
such  form  as  to  make  the  data  comparable  with  the  religious 
survey  data.  It  is  very  desirable,  however,  to  compare  the 
distributions,  by  the  fraction  of  school  term  attended,  for  pub¬ 
lic  school  children  and  for  Sunday  school  children.  The  fol¬ 
lowing  chart  shows  graphically  the  distribution  of  14,137 
public  school  children  with  the  distribution  of  2,263  Sunday 
school  children  for  a  period  of  52  weeks.  While  the  group  of 
public  school  children  is  a  different  group  from  the  one  repre¬ 
sented  in  the  distribution  of  Sunday  school  children,  yet  it  is 
from  a  community  in  which  the  compulsory  education  laws 
are  similar  to  those  of  Indiana,  and  where  the  enforcement 
may  be  assumed  to  be  as  effective  as  in  the  Indiana  region 
surveyed. 

From  this  curve  we  see  the  effect  of  the  enforcement  of 
the  compulsory  education  laws  upon  the  attendance  of  public 
school  pupils.  The  peak  of  the  curve  comes  at  a  point  on  the 
base  line  representing  nine-tenths  of  the  school  term  attended. 
[322] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


In  fact  fully  three-fourths  of  the  public  school  pupils  in  the 
communities  from  which  these  data  were  taken  attended  four- 
fifths  or  more  of  the  time.  On  the  other  hand,  the  line  for 
the  Sunday  school  pupils  is  nearly  parallel  to  the  base  line  at 
a  height  equivalent  to  one-tenth  of  the  total  number  of  pupils 
included  in  the  group.  About  one-tenth  of  the  Sunday  school 
pupils  then  attended  for  one-tenth  of  the  year,  or  approxi¬ 
mately  five  Sundays,  or  less ;  another  one-tenth  attended  from 


70% 

60% 

50% 

40% 

30% 

20% 

10% 

0 


3 

CL 

£ 


o 

o: 

U 

CL 


Chart  XLIV  —  Percentage  of  2,263  Sunday  School  Pupils  Attending 
for  Various  Portions  of  the  Sunday  School  Year  Compared  with 
the  Percentage  of  14,137  Public  School  Pupils  Attend¬ 
ing  for  Similar  Fractions  of  the  Public  School  Year. 


one-tenth  of  the  year  to  one-fifth  of  the  year  (6,  7,  8,  9,  or 
10  Sundays)  ;  another  one-tenth  attended  from  one-fifth  of 
the  year  to  three-tenths  of  the  year  (11,  12,  13,  14  or  15 
Sundays)  ;  and  so  on.  It  is  evident  that  there  is  no  one  com¬ 
pelling  factor  to  cause  attendance  in  the  case  of  the  Sunday 
school  pupils.  Indeed,  many  factors  enter  in  to  cause  pupils 
to  attend  regularly  upon  the  public  schools,  chief  of  which  is 
an  enlightened  public  sentiment  favoring  the  public  schools. 
With  such  a  sentiment,  compulsory  education  can  be  enforced ; 
without  it,  the  laws  are  of  little  avail.  Undoubtedly,  the  chief 
factor  in  regularity  of  attendance  upon  the  Sunday  schools  is 
the  religious  sentiment  of  the  various  homes  which  make  up 
the  community. 


[323] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


An  attempt  has  been  made  to  show  the  relative  attendance 
of  the  children  in  Jefferson  and  Clinton  counties  upon  the 
public  schools  and  upon  the  Sunday  schools.  In  securing  the 
Sunday  school  percentage  of  attendance  the  aggregate  days 
attendance  for  all  periods  has  been  taken. 

The  above  percentage  of  attendance  for  the  public  schools 
does  not  do  them  justice.  In  computing  the  percentage  of 


SUNDAY  SCHOOLS 


PUBLIC  SCHOOLS 


49% 


Present 

Daily 

72% 


Absent 

Daily 


Chart  XLV  —  Percentage  of  the  Total  Enrollment  in  the  Public 
Schools  of  Jefferson  and  Clinton  Counties,  Indiana,  in 
Daily  Attendance  for  the  School  Year  Compared 
with  the  Percentage  of  Attendance  for  the 
Sunday  Schools  in  the  Same  Counties. 


attendance,  all  of  the  public  school  pupils  are  considered  to  be 
“on  the  roll”  for  the  entire  school  year.  Such  is  not  the 
case,  because  families  move  from  the  county,  children  enter 
private  or  parochial  schools  and  other  children  are  removed 
by  death.  Yet  the  absences  of  these  pupils  have  been  counted 
against  them,  because  no  records  are  available  for  determining 
the  number  of  pupils  off  the  roll  during  the  year  and  the  num¬ 
ber  of  days  each  pupil  was  off  the  roll.  This  results  in  a  lower 
percentage  of  attendance  than  we  should  get.  With  this  reser¬ 
vation  kept  in  mind,  one  may  conclude  that  public  school  pupils 
attend  at  least  three- fourths  of  the  time  the  public  schools  are 
in  session,  while  the  Sunday  school  pupils  attend  only  half 
the  time  the  Sunday  schools  are  in  session. 

[324] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


VIII.  Distribution  of  Enrollment 

Out  of  a  total  of  256  Sunday  schools,  statistics  were  re¬ 
turned  by  the  surveyors  from  94  rural  and  159  urban  schools. 
Only  60  of  the  94  rural  schools  reported  the  ages  in  such  a 
way  as  to  make  it  possible  to  determine  the  percentage  of  the 
enrollment  under  25  years  of  age.  In  Table  XCIV  v/ill  be 
found  the  distribution  of  these  schools. 


TABLE  XCIV  — 60  RURAL  SUNDAY  SCHOOLS  DISTRIBUTED 
WITH  REFERENCE  TO  THE  PERCENTAGE  THE  NUM¬ 
BER  OF  PUPILS  UNDER  25  YEARS  OF  AGE  IS  OF 
THE  TOTAL  SUNDAY  SCHOOL  ENROLLMENT. 


Percentage 

Number  of 

Percentage 

Number  of 

Groups 

Schools 

Groups 

Schools 

Total  number  of 

50-54.9.  ••  • 

6 

schools  . . . 

60 

55-59-9-  -  •  • 

7 

60-64.9.  . .  . 

5 

20-24.9 . 

1 

65-69-9-  ••  • 

10 

25-29-9 . 

1 

70-74.9... . 

8 

30-34-9 . 

1 

75-79.9. .. . 

6 

35-39-9 . 

1 

80-84.9.  . .  . 

5 

40-44-9 . 

2 

85-89.9. ... 

3 

45-49-9 . 

4 

Statistical  Measures  : 

Mode  . 

65-69.9%  of  pupils  enrolled  are 

under  25 

years  of  age. 

Median  . 

66. 1  % 

ii  u 

ii  u 

a  a 

ii  ii  ii 

25  percentile... 

45% 

ii  a 

ii  ii 

a  a 

ii  a  a 

75  percentile... 

74-3% 

a  a 

ii  ii 

a  a 

a  a  a 

(Total  Sunday  school  enrollment  does  not  include  Cradle  Roll  or  Home 
Department.) 


In  these  60  schools  the  range  in  enrollment  is  from  25 
pupils  to  214,  so  that  they  represent  adequately  the  conditions 
found  in  the  94  rural  schools  surveyed.  For  every  enrolled 
pupil  25  years  of  age  and  over  in  the  median  Sunday  school 
in  these  communities,  we  find  two  pupils  under  25  years  of 
age.  In  one-fourth  of  these  Sunday  schools  only  45  per  cent, 
of  the  total  enrollment  are  persons  under  25  years  of  age, 
while  in  the  upper  fourth  of  these  60  schools  74  per  cent,  of 
the  total  enrollment  are  persons  under  25  years  of  age. 

Of  the  194  urban  Sunday  schools  surveyed,  in  only  50 
were  the  surveyors  able  to  find  pupil  statistics  in  such  form  as 

[325] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


to  enable  the  percentage  of  pupils  under  25  years  of  age  to 
be  calculated.  This  sampling  is  too  small  to  justify  any  ade¬ 
quate  conclusions  being  drawn  from  them  for  the  state  as  a 
whole;  but  the  percentage  distribution  is  given  here  to  show 
what  was  found  in  these  50  schools,  and  also  for  comparison 
in  future  studies  of  this  character. 


TABLE  XCV  — 50  URBAN  SUNDAY  SCHOOLS  DISTRIBUTED 
WITH  REFERENCE  TO  THE  PERCENTAGE  THE  NUM- 


BER  OF  PUPILS 

UNDER 

25  YEARS  OF  AGE 

IS  OF 

THE 

TOTAL 

ENROLLMENT 

Percentage  Number  of 

Percentage 

Number  of 

Groups  Schools 

Groups 

Schools 

Total  number  of 

60-64.9 . 

3 

schools  . 

50 

65-69-9 . 

8 

70-74-9 . 

5 

30-34.9 . 

1 

75-79-9 . 

5 

35-39-9 . 

0 

80-84.9 . 

7 

40-44-9 . 

5 

85-89-9 . 

4 

45-49-9 . 

3 

90-94-9 . 

3 

50-54.9 . 

3 

95-99-9 . 

55-59-9 . 

3 

Statistical  Measures: 

Median  .  70% 

of  total  enrollment  are  under 

25 

years  of  age. 

25  percentile...  54-5% 

u  u 

n  H  n 

a 

n  u  a 

75  percentile...  81.4% 

u  u 

u  n  a 

a 

u  a  a 

Department.) 


In  these  50  schools,  the  range  of  enrollment  is  from  33 
pupils  to  1,345  pupils.  In  the  median  school  in  these  urban 
communities  we  find  7  out  of  every  10  pupils  enrolled  are  under 
25  years  of  age.  In  one-fourth  of  these  50  Sunday  schools,  the 
enrollment  under  25  years  of  age  is  55  per  cent,  of  the  total 
enrollment.  In  the  upper  one-fourth,  81  per  cent,  of  the  total 
enrollment  are  under  25  years  of  age.  In  the  two  groups  of 
schools  studied,  the  60  rural  and  the  50  urban,  we  find  the 
percentages  of  persons  enrolled  who  are  under  25  years  of 
age  to  be  quite  similar. 

In  general  it  can  be  stated,  regarding  the  urban  schools 
studied,  that  the  larger  schools,  with  organized  adult  classes 
conducted  on  the  lecture  plan,  have  a  larger  percentage  of 
persons  enrolled  who  are  25  years  of  age  or  over  than  we  find 
in  the  smaller  schools. 

[326] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


IX.  Regulations  regarding  Membership  in  the 
Sunday  School 

The  investigation  of  the  regulations  regarding  enrollment 
and  attendance  of  pupils  was  made  in  order  to  find  out  what 
agreement,  if  any,  existed  among  the  schools  as  to  the  regula¬ 
tions  to  be  observed.  The  study  shows  that  the  “common 
practice”  is  to  have  no  regulations  whatever! 

With  regard  to  the  number  of  Sundays  the  child  is  required 
to  be  present  before  his  name  is  placed  on  the  roll,  the  surveyors 
returned  245  replies.  Of  these  245  schools,  160  or  65  per 
cent,  have  no  regulations  whatever.  The  child  is  considered 
as  being  a  member  of  the  Sunday  school  the  first  day  of  his 
appearance.  He  is  not  required  to  make  any  promise  or  state¬ 
ment  whatever  as  to  his  attendance  in  the  future,  so  that  he 
does  not  feel  any  obligation  to  return.  The  distribution  of  the 
number  of  Sundays  the  child  is  required  to  be  present  before 
he  is  enrolled  in  the  remaining  85  Sunday  schools  is  found  in 
Table  XCVI. 

TABLE  XCVI  — 245  INDIANA  SUNDAY  SCHOOLS  DISTRIBUTED 
WITH  REFERENCE  TO  THE  NUMBER  OF  SUNDAYS 
THE  CHILD  IS  REQUIRED  TO  BE  PRESENT 
BEFORE  HIS  NAME  IS  PLACED  ON  THE  ROLL 


Number  of  schools  reporting .  245 

Number  schools  having  “no  regulations”....  160 

Number  schools  having  regulations .  85 

Number  of  Sundays 

Attendance  Required  Number  of  Schools 

1  .  24 

2  .  3 

3  .  55 

4  .  3 


An  even  smaller  percentage — 16.3  per  cent. — of  schools 
have  any  regulations  as  to  the  number  of  Sundays  a  pupil  may 
be  absent  before  his  name  is  marked  “withdrawn  from  the 
school.”  This  means  that  two-thirds  of  the  Sunday  schools 
surveyed  carry  a  child  on  the  roll  indefinitely,  when  in  many 
instances  the  child  is  a  member  of  another  Sunday  school. 

[327] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


This  “padding  of  the  rolls”  is  partly  responsible  for  the  low 
percentage  of  attendance  in  the  Sunday  schools.  In  Table 
XCVII  will  be  found  the  facts  concerning  this  item. 


TABLE  XCVII  — 243  INDIANA  SUNDAY  SCHOOLS  DISTRIB¬ 
UTED  WITH  REFERENCE  TO  THE  NUMBER  OF  CON¬ 
SECUTIVE  SUNDAYS  A  PUPIL  MUST  BE  ABSENT 
BEFORE  HIS  NAME  MUST  BE  MARKED 
“WITHDRAWN” 


Number  of  schools  reporting .  243 

Number  of  schools  having  “no  regulation”..  209 

Number  of  schools  having  a  regulation .  34 

Number  of  Sundays 

Absence  Permitted  Number  of  Schools 

1  .  0 

2  .  o 

3  .  12 

4  .  5 

5  .  2 

6  .  3 

7  .  o 

8  .  o 

9  .  11 

10  .  1 


Median . Approximately  5  Sundays’  absence 


Of  the  34  schools  having  a  definite  regulation  as  to  when  a 
pupil  may  be  dropped  from  the  roll,  12  schools — 35.2  per  cent 
— remove  a  child’s  name  from  the  roll  after  three  consecutive 
absences  and  11  schools  drop  the  child  after  9  consecutive 
absences.  Of  course,  if  there  is  good  reason  for  the  child  to 
be  absent,  such  as  sickness  or  the  like,  the  name  is  kept  on  the 
roll.  But  in  the  course  of  the  survey,  it  was  found  again  and 
again  that  the  same  child  would  be  on  the  roll  of  two  schools 
without  having  attended  one  of  them  for  a  period  varying 
from  one  to  three  months.  Or  the  family  might  have  left 
the  city  without  any  intention  of  returning  and  still  the  mem¬ 
bers  of  this  family  would  be  on  the  Sunday  school  roll. 

Frequently  a  pupil  whose  name  has  been  withdrawn  from 
the  roll  returns  to  school.  The  question  arises  immediately : 
Is  this  withdrawn  pupil  to  be  re-enrolled  at  once;  or  must  he 
give  evidence  of  his  desire  to  be  a  member  of  the  Sunday  school 
by  more  than  one  Sunday’s  attendance?  As  has  just  been 
[328] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


shown,  only  34  schools  have  a  definite  regulation  for  dropping 
pupils  from  the  roll.  Twelve  other  schools  transfer  the  child’s 
name  from  the  list  of  enrolled  pupils  to  that  of  “visitors” ; 
thus  permitting  the  school  to  have  some  claim  upon  the  child’s 
interests  but  not  to  regard  him  as  a  full  member.  In  Table 
XCVIII  will  be  found  the  practice  of  those  46  Indiana  Sunday 
schools  with  regard  to  the  return  of  children  to  a  school  of 
which  they  have  once  been  members.  The  other  199  schools 
have  no  regulations  whatever  on  this  point. 


TABLE  XCVIII  — 46  INDIANA  SUNDAY  SCHOOLS  DISTRIB¬ 
UTED  WITH  REGARD  TO  THE  NUMBER  OF  SUNDAYS 
A  CHILD  WHOSE  NAME  HAS  BEEN  REMOVED 
FROM  THE  ROLL  OF  MEMBERS  FOR  ABSENCE 
MUST  ATTEND  BEFORE  BEING  RE-ENROLLED 


Total  number  of  schools  having  a  definite 
regulation  .  46 


Number  of  Sundays 
Attendance  Required 

1  . 

2  . 

3  . 

4  . 

5  . 

6  . 

7  . 

8  . 

9 . 

10 . 


Number  of  Schools 

14 

1 

26 

3 

0 

0 

0 

0 

0 

2 


Median  (and  Mode)....  3  days’  attendance  required 


From  this  table  it  is  evident  that  the  large  majority  of  the 
Sunday  schools — approximately  four  out  of  five  schools — do 
not  feel  any  necessity  for  the  use  of  such  terms  as  re-enroll¬ 
ment.  In  other  words,  the  pupil’s  name  is  not  removed  from 
the  roll  except  in  case  of  death  or  removal  from  the  city.  Of 
the  46  schools  which  do  have  regulations,  30  per  cent,  restore 
the  pupil  to  his  original  status  the  first  day  he  returns  to  school ; 
56  per  cent,  require  the  pupil  to  manifest  his  good  intentions 
to  be  a  member  of  the  school  by  attending  three  Sundays. 
Approximately  7  per  cent,  require  four  Sundays,  and  5  per 
cent,  require  ten  or  more  Sundays  attendance. 


[329] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Three  other  questions  regarding  the  enrollment  and  attend¬ 
ance  regulations  were  asked  of  the  Sunday  school  officials. 
In  each  case  the  idea  was  to  find  out  whether  or  not  the  Sunday 
school  classified  its  members  into  groups  depending  upon  the 
regularity  of  attendance;  and  if  so,  the  degree  of  regularity 
which  governed  the  classification.  These  three  terms  are, 
Active  Member,  Regular  Attendant,  and  Visitor.  The  replies 
are  summarized  for  the  first  two  of  these  terms  in  Table  XCIX. 

TABLE  XCIX  — 245  INDIANA  SUNDAY  SCHOOLS  DISTRIB¬ 
UTED  WITH  REFERENCE  TO  THE  NUMBER  OF  SUN¬ 
DAYS  THE  PUPIL  IS  REQUIRED  TO  BE  PRESENT 
IN  ORDER  TO  BE  CLASSIFIED  AS  AN  ACTIVE 
MEMBER  OR  AS  A  REGULAR  ATTENDANT 


Number  of  schools  reporting.  . . . 
Number  having  “no  regulation”. 
Number  having  a  definite  regu- 

245 

245 

234 

226 

lation  . 

11 

19 

Number  of  Sundays 

Active 

Regular 

Attendance  Required 

Member 

Attendant 

1 . 

1 

0 

2 . 

0 

0 

3 . 

9 

15 

4 . 

1 

1 

5  •• . 

0 

2 

6 . 

0 

0 

7 . 

0 

0 

8 . 

0 

1 

As  the  questions  were  worded  in  the  printed  schedule,  the 
figures  in  the  table  should  be  read  as  follows:  “Nine  schools 
reported  that  for  a  regularly  enrolled  pupil  to  be  classified  as 
an  active  member  he  must  attend  during  the  year  three  out  of 
five  Sundays.  Fifteen  schools  reported  that  for  a  regularly 
enrolled  pupil  to  be  classified  as  a  regular  attendant,  he  should 
attend  during  the  year  an  average  of  three  out  of  five  Sundays.” 
Undoubtedly  one  reason  why  such  classifications  are  not  in 
greater  favor  is  that  a  great  amount  of  clerical  work  is  required 
to  keep  the  attendance  records  in  good  shape.  As  the  situation 
now  stands,  it  is  the  exceptional  school  that  knows  the  condition 
within  its  own  membership  as  regards  attendance. 

A  much  larger  percentage  of  the  schools  attempt  to  make 
a  distinction  between  the  enrolled  membership  and  the  visitors. 

[330] 


CHILD  ACCOUNTING  IN  THE  SUNDAY  SCHOOL 


Of  the  243  schools  answering  this  question,  19 1  or  79  per  cent’ 
are  reported  by  the  surveyors  as  having  no  regulations,  from 
the  standpoint  of  attendance,  as  to  what  constitutes  a  “visitor.” 
Of  the  52,  or  21  per  cent,  of  the  schools  which  do  have  a 
definite  regulation,  approximately  10  per  cent,  classify  a  person 
as  a  visitor  if  he  attends  only  one  Sunday  out  of  five.  Fifteen 
per  cent,  classify  a  person  as  a  visitor  if  he  attends  only  one 
or  two  Sundays  out  of  five.  Two-thirds  of  the  52  schools 
classify  the  person  as  a  visitor  if  he  attends  fewer  than  four 
Sundays  out  of  five.  It  would  appear  that  with  those  schools 
which  have  regulations  regarding  attendance,  the  common 
practice  is  to  count  a  person  as  a  visitor  until  he  has  attended 
three  Sundays  out  of  five.  On  his  fourth  appearance  his  name 
is  transferred  to  the  record  of  enrolled  members. 

All  of  the  above  goes  to  show  that  there  is  no  general 
agreement  as  to  what  is  desirable  in  the  way  of  regulations 
as  to  attendance.  Nor  does  there  exist  any  closer  agreement 
as  to  the  terms  used  to  classify  the  groups  into  which  the 
membership  may  be  divided  by  these  attendance  regulations. 
This  situation  should  be  made  a  matter  of  careful  study  to 
determine  what  is  the  effect  of  attendance  regulations  upon 
attendance;  and,  furthermore,  to  recommend — as  has  been 
done  for  the  public  schools  of  the  nation — a  uniform  system 
of  terminology  carrying  with  each  enrollment  and  attendance 
term  a  precise  definition  capable  of  uniform  interpretation. 


X.  A  Brief  Summary  of  Significant  Facts. 

In  the  Sunday  schools  surveyed,  only  one  pupil  out  of  every 
hundred  enrolled  is  of  foreign  birth. 

In  the  two  counties  surveyed,  32.9  per  cent,  of  the  total 
rural  population  under  25  years  of  age  is  enrolled  in  Sunday 
schools,  while  41.2  per  cent,  of  the  total  urban  population  under 
25  years  of  age  is  enrolled. 

The  Indiana  Sunday  schools  surveyed  attract  boys  less  than 
they  attract  girls :  i.e.,  they  enroll  a  higher  percentage  of  girls 
than  boys. 


[331] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


The  Sunday  schools  in  rural  communities  enroll  a  higher 
percentage  of  boys  than  do  the  urban  Sunday  schools. 

Considering  only  the  Sunday  school  enrollment  of  pupils 
under  twenty-five  years  of  age,  more  pupils  are  enrolled  at 
twelve  years  than  at  any  other  age.  This  is  true  for  both  rural 
and  urban  Sunday  schools. 

Using  the  same  group  as  in  the  above  statement,  the 
median  age — that  is,  the  age  of  the  middle  pupil,  if  all  the 
pupils  were  stood  up  in  a  row  according  to  age — is  11.4  years : 
for  boys,  the  median  age  is  11.1  years;  and  for  girls,  11.7  years. 

The  median  age  for  the  rural  pupils  is  12.7  years;  for  the 
urban  pupils,  11.3  years. 

During  the  twelfth  year  and  the  fourteenth  year  occur  the 
periods  of  greatest  elimination  of  Sunday  school  pupils. 

The  period  of  greatest  recruiting  is  from  the  third  to  the 
fifth  year  of  age. 

Of  the  group  of  Sunday  school  pupils  under  25  years  of 
age,  11  out  of  20  report  themselves  as  members  of  church. 
In  rural  communities  only  9  out  of  20,  and  in  urban  com¬ 
munities  between  11  and  12  out  of  20,  report  themselves  as 
church  members. 

Only  1  out  of  every  4  pupils  in  the  communities  surveyed 
is  enrolled  in  an  organized  Sunday  school  class. 

The  pupils  attend  Sunday  school  with  equal  regularity, 
whether  using  graded  lessons  or  ungraded  lessons.  In  either 
case,  a  pupil  attends  approximately  half  of  the  Sundays  on 
which  the  Sunday  school  is  in  session. 


[332] 


Chapter  XI 


RECORDS  AND  REPORTS 
I.  Form  of  Record  Used 

Of  the  254  Sunday  schools  surveyed,  175,  or  69  per  cent., 
reported  on  the  type  of  pupil-record  being  used  in  the  school. 
Seventy-nine  schools  failed  to  report,  or  in  any  way  to  check 
the  sheet  dealing  with  records  and  reports.  In  view  of  the 
fact  that  the  questions  called  for  checking  only  in  case  at  least 
one  of  the  record-forms  listed  was  being  used,  and  that  other 
pages  of  the  schedule  were  carefully  filled  out  by  the  secretary 
of  the  school  under  the  direct  supervision  of  the  surveyor,  it 
may  be  assumed  that  a  school  which  did  not  check  any  of  the 
record-forms  listed  was  not  using  any  of  these.  Yet  since 
the  surveyors  were  not  asked  to  indicate  definitely  that  the 
school  had  no  record  system,  the  seventy-nine  schools  not 
checking  the  form  of  record  used  are  omitted  in  this  study. 
It  is  highly  probable  that  the  situation  is  worse  than  represented 
in  this  report. 

Of  the  175  Sunday  schools  using  one  or  more  of  the  five 
forms  listed  in  this  schedule,  two-thirds  use  the  Teacher’s  Year 
Class-book.  Such  a  record  book  is  familiar  to  the  majority 
of  those  engaged  in  Sunday  school  work.  It  provides  for  a 
minimum  of  data  concerning  the  pupil,  generally  his  name,  date 
of  birth  or  his  age,  residence,  and  a  space  for  the  weekly  record 
of  the  pupil’s  attendance  and  possibly  his  financial  contribution. 

One-sixth  of  the  schools  use  the  Individual  Card  Index 
record  covering  a  period  of  one  year.  In  general,  such  a  card 
includes  the  same  facts  concerning  the  pupil  as  are  recorded  in 
the  Teacher’s  Year  Class-book.  One-seventh  of  the  schools 
use  the  Teacher’s  Quarterly  Class-book — a  record  book  similar 

[333] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Phone  No 
or  Birthday 

_  Months 

Class  No. 

Dates 

TEACHER 

SCHOLARS 

V 

Total  Credits  Earned 

Enrollment,  Including  Teacher 

Class  Mark— Credits  Divided  by  Enrollment 

Number  Visitors  Present 

Total  Number  Present 

Offering 

Chart  XLVI  —  A  Sample  Page  from  a  Sunday  School  Record  Book. 

[334] 


RECORDS  AND  REPORTS 


Total 

Av'ce 

H.R.? 

- 

Chart  XLVI  —  A  Sample  Page  from  a  Sunday  School  Record  Book 

* —  Continued. 

[335] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


in  make-up  and  content  to  the  yearly  class-book,  but  intended 
for  use  during  one  quarter  only.  Approximately  one  school 
in  twenty  uses  the  Cumulative  Card  Index  record  system  cov¬ 
ering  a  series  of  years.  In  this  record-form  the  facts  concern¬ 
ing  the  pupil  are  added  from  year  to  year  so  that  at  any  time 
the  Sunday  school  authorities  have  at  their  command  a  rather 
complete  life  history  of  the  pupil.  (On  pages  337  and  338  is 
reproduced  a  sample  cumulative  record  card  of  this  type  for 
Sunday  schools,  together  with  the  standardized  record  card 
in  use  in  approximately  75  per  cent,  of  the  public  schools  in 
cities  of  8,000  or  over  in  the  United  States.)  Below  is  given 
the  table  which  shows  the  distribution  of  schools  according 
to  the  type  of  record-form  used. 

TABLE  C  — THE  FORM  OF  PUPIL-RECORD  IN  USE  IN  175 

INDIANA  SUNDAY  SCHOOLS 

Schools  Using  the 

Form  of  Record  Used  Record  Form  Indicated 

in  the  Sunday  School 


Number 

Per  Cent. 

Teacher’s  Quarterly  Class-Book . 

.  25 

14-3 

Teacher’s  Year  Class-Book . 

.  116 

66.2 

Individual  Card  Index  System . 

.  30 

17.1 

Class  Card  Index  System . 

.  9 

5.1 

Cumulative  Card  Index  System  covering  a 

series 

of  years . 

57 

(Table  based  on  data  from  175  of  254  schools  surveyed.) 

Of  the  above  record-forms,  the  first  four  are  placed  in  the 
hands  of  the  teacher  or  class  secretary.  These  record-forms 
are  primarily  for  an  attendance  record;  and  possibly  a  record 
of  the  pupil’s  financial  contributions  to  the  school.  The  last 
named  record-card — the  cumulative  record  card,  covering  a 
series  of  years — is  always  in  the  keeping  of  the  secretary  of 
the  school.  It  is  a  permanent  record-card  to  be  kept  in  a  central 
file  ready  for  reference.  Additions  to  this  card  are  made  by 
the  school  secretary  or  his  assistants  from  the  records  obtained, 
in  part,  from  the  teacher’s  class  book  or  pupil-record  cards. 
This  form  of  record  can  not  be  used  with  advantage  by  itself, 
as  so  many  facts  recorded  on  this  card  are  summaries  or 
transcriptions  from  the  teacher’s  yearly  record. 

[336] 


RECORDS  AND  REPORTS 


CHURCH  SCHOOL  CLASSIFICATION  RECORD  " 

DEP'T. 

DATE 

ENROLLED 

CLASS 

NO. 

GRADE 

NO. 

DEP’T 

DATE 

ENROLLED 

CLASS 

NO. 

GRADE 

NO. 

DEP'T 

DATE 

ENROLLED 

CLASS 

NO. 

GRADE 

NO. 

C.  R. 

SENIOR 

cn 

z 

IU 

5 

0 

$ 

BEGIN* 

NERS 

PRIMARY 

YOUNG  PEOPLE’S 

JUNIOR 

/ 

MEN’S 

INTER¬ 

MEDIATE 

LAST  NAME  FIRST 


OCCUPATION 


ADDRESS 

BUSINESS  ADDRESS 


)REflL_ 

BUS. 


JOINED  CHURCH 

BY 

DATE 

MO.  DAY  YEAR 

AGE 

BIRTHDAY 

PUBLIC 

SCHOOL  GRADE 

PARENTS 

MO.  DAY 

YEAR 

CHURCH 

MEMBER? 

PREF¬ 

ERENCE 

ASSIGNED 

TO   DEP  T.  CLASS  NO.  GRADE 


LOSS  TO  CHURCH  BECAUSE 


REMARKS _ _ _ _ 

CHURCH  ENROLLMENT  CARD  ~  ACTIVE 


Chart  XLVII  —  Specimen  of  Sunday  School  Cumulative  Card  for 

the  Pupil. 


NUMBER  OF  PUPIL-RECORD  FORMS  USED  IN  A  SCHOOL 

In  Table  Cl  are  shown  the  175  Sunday  schools  distributed 
by  the  number  of  record-forms  used  in  the  school.  It  was 
found  that  where  more  than  two  forms  were  being  used,  the 

[337] 


b 

OATE  OF  AOMISSION 

C 

Age  Sept.  1 
Year.  Month. 

d 

Grade 

© 

Room 

1 

Daya 

prc.tnt 

'  8 

Health 

h 

Conduct 

i 

Scholar* 

ship 

In  tho  spice  below  may  be  recorded  :  (I)  cases  of  truancy  ;  (?  peases  of  corporal  punishment; 
(I)  reasons  for  non-promotion ;  (4)  other  matters  worthy  of  recdrd,  such  aa  serious  illness  or 
pronounced  characteristics  liWely  to  affect  success. 


(oven) -o 


g  1.  Last  name  i,  Fin*  name  and  initial 

ELEMERTART  SCHOOL  REGORO  SYSTEM. 
OFFICE  RECORD 

THIS  CARO  IS  NOT  TO  At  TAKEN 
FROM  THE  PRINCIPAL'S  OFFICE. 

3.  Place  of  birth 

A.  Certified  date  of  birth 

S.  Vaccinated 

THE  UTMOST  CARE  SHOULD  BE 
USED  IN  RECOROINO  NAMES  AND 
OATES.  AVOID  ABBREVIATIONS. 
WRITE  ALL.  DATES  IN  THE  FOLLOW¬ 
ING  manner:  t»i2-»*a3. 

6.  Name  of  parent  or  guardian 

7.  Occupation  of  parent  or  guardian 

8'.  Former  place  of  residence  1 

8.  Latest  place 
trict  when  p 

of  residence,  including  residence  outside  of  (he  die- 
up  il  is  transferred. 

l/  School  last  attended 

d'.  Grade  I 

last  attended  1 

8.  Date  of  discharge 

10,  Age  when  discharged 
Years  Months 

11.  Graduated  in 
the  class  of 

In  the  .pace  above  should  be  recorded  any  (act.  necessary  to  show 
tho  Final  destination  o<  the  pupil  on  leaving  the  school,  as,  (or  eaample: 

"To  work"  (occupation  and  salary  if  desired);  “To  remain  at  home"; 

"Oeath";  "Permanent  illness";  "Transfer  to  (name  of  school)"; 
"Commitment  to  (name  of  institution)." 

(OVER)  LftrtrrBervnu  Cat.  No,  JO-5036^* 

Chart  XLVIII  —  Specimen  of  Public  School  Cumulative  Card  for 

the  Pupil. 

[338] 


RECORDS  AND  REPORTS 


school  usually  had  a  large  enrollment  and  was  highly  organized. 
Both  of  these  conditions  made  rather  complete  pupil-records 
necessary,  in  order  that  the  officials  might  keep  in  touch  with 

the  situation  in  all  departments  of  the  school. 

• 

TABLE  Cl  — THE  NUMBER  OF  DIFFERENT  PUPIL-RECORD 
FORMS  USED  IN  175  INDIANA  SUNDAY  SCHOOLS 


Schools  Using 

Number  of  Pupil-Record  the  Number 

Forms  Used  Indicated  at  Left 

Number  Per  Cent. 

One .  139  79.5 

Two .  20  11.4 

Three .  3  2.86 

Four .  1  .95 

Five .  o  0.0 

Six .  12  6.85 


(Table  based  on  data  from  175  of  254  schools  surveyed.) 

From  the  above  table  it  is  seen  that  more  than  three- fourths 
of  all  the  schools  for  which  information  was  secured  on 
this  point,  used  only  one  pupil-record  form.  Coupling 
this  fact  with  what  was  learned  from  Table  CII,  that 
four-fifths  of  the  schools  used  either  the  quarterly  or  the  yearly 
form  of  the  teacher’s  class-book,  it  is  evident  that  the  great 
majority  of  schools  were  satisfied  with  the  recording  of  very 
few  facts  concerning  the  pupil.  Furthermore,  they  were 
satisfied  to  discard  these  records  as  soon  as  the  period  for 
which  the  record-books  were  made  had  ended.  This  fact  was 
learned  by  the  surveyors,  through  their  inability  to  locate  the 
teacher’s  class-books,  except  an  occasional  one,  for  the  previous 
quarter  or  year. 

About  one  school  in  ten  used  two  record-forms.  These 
forms  were  generally  the  teacher’s  class-book  and  an  individual 
record-card  containing  the  more  permanent  facts  concerning  a 
child.  Schools  using  more  than  two  forms  were  of  the  highly 
organized  type.  In  such  schools,  in  addition  to  the  cumulative 
record-card  for  the  individual  pupil,  and  some  form  of  a 
teacher’s  record  of  attendance,  there  were  found  the  pupil- 
enrollment-card  or  blank,  report  to  parent  on  the  child’s  work, 
and  the  like. 


[339] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


II.  Use  Made  by  Schools  of  Statistical  Data 

It  is  a  well  established  principle  of  educational  administra¬ 
tion  that  all  statistics  should  be  gathered  for  definite  purposes. 
Some  purposes  may  be  immediate;  for  instance,  the  finding 
out  in  what  public  school  grade  a  child  is  in  order  to  assist  in 
classifying  him  in  his  Sunday  school  work.  Or  the  purpose 
may  be  remote;  attendance  and  enrollment  data  for  a  series 
of  years  may  be  gathered  to  determine  the  rate  of  growth  of 
the  school.  For  the  purpose  of  this  survey,  six  different  pos¬ 
sible  uses  were  listed;  and  the  surveyors  personally  asked  the 
secretary  and  the  superintendent  to  state  the  uses  to  which  the 
statistical  data  gathered  by  the  school  had  been  put.  Table  CII 
gives  the  replies  of  these  school  officials  in  such  form  as  to 
allow  comparison. 

TABLE  CII  — THE  USE  MADE  OF  STATISTICAL  DATA  BY 
THE  SUPERVISORY  OFFICERS  OF  172  INDIANA 

SUNDAY  SCHOOLS 

Schools  Reporting  That  They 


DO  not  make 

DO 

MAKE 

USE  OF 

DATA  FOR 

USE  OF 

DATA  FOR 

Use  Made  of  Data 

PURPOSE 

INDICATED 

PURPOSE 

INDICATED 

Number  Per  Cent. 

Number  Per  Cent. 

Revising  the  curriculum . 

168 

97-6 

4 

2.4 

Increasing  school  attendance . 

1 15 

66.8 

57 

33-2 

Bettering  home  conditions  of  pupils 

167 

97.2 

5 

2.8 

Vocational  assistance  to  pupils . 

Increasing  cooperation  with  other 

169 

98.O 

3 

2.0 

organizations . 

Improving  the  relation  of  the  Sun- 

165 

95-9 

7 

4-1 

day  school  to  the  church . 

140 

81.4 

32 

18.6 

(Table  based  on  data  from  172  of  254  schools  surveyed.) 

Of  the  172  Sunday  schools  from  which  the  surveyors 
secured  definite  answers,  57  schools,  or  33  per  cent.,  use  the 
statistical  data  for  increasing  school  attendance.  It  is  hard 
to  believe  that  the  supervisory  officers  in  two  out  of  every  three 
schools  fail  to  see  the  relation  between  greater  regularity  of 
attendance  on  the  part  of  the  pupils  and  the  proper  use  of 
attendance  statistics ;  yet  such  must  be  the  case,  for  if  attendance 

[340] 


RECORDS  AND  REPORTS 


statistics  were  intelligently  used  by  a  larger  number  of  school 
officials,  surely  the  average  Sunday  school  pupil  would  attend 
much  more  than  half  of  the  Sundays — something  he  fails  to  do 
under  present  conditions.  Lack  of  a  clear-cut  conception  of 
the  necessity  and  the  possibilities  resulting  from  the  use  of  at¬ 
tendance  data,  together  with  a  definite  lack  of  knowledge  of 
how  these  data  can  be  used  with  advantage,  are  probably  re¬ 
sponsible  for  the  situation  revealed  by  this  survey. 

Thirty-two  schools,  or  19  per  cent.,  use  the  statistical  data 
for  improving  the  relationship  of  the  Sunday  school  to  the 
church.  Such  schools  use  such  facts  as  '‘church  membership 
of  the  pupil,’’  “church  membership  of  the  father  or  mother  of 
the  pupil,”  “church  or  non-church  organizations  of  which  the 
pupil  is  a  member,”  and  the  like  for  uniting  the  school  more 
closely  to  the  church.  Apparently,  in  the  minds  of  the  super¬ 
visory  officers  of  five-sixths  of  the  schools,  these  facts  given 
above  do  not  improve  the  relation  of  the  Sunday  school  to 
the  church  to  such  a  degree  as  to  warrant  the  expenditure  of 
effort  necessary  to  collect  and  arrange  these  data  for  use. 

Of  the  other  four  uses  listed,  such  a  small  percentage  of  the 
Sunday  schools  reported  to  the  surveyors  as  having  made  use 
of  the  statistical  data  in  any  one  of  these  forms,  that  we  can 
say  it  is  the  exceptional  school  which  has  supervisory  officers 
with  vision  and  knowledge  of  the  purposes  and  methods  of 
using  statistical  data. 

Ill.  What  Pupil  Data  Are  Recorded 

In  order  to  find  out  what  pupil-data  are  made  a  matter  of 
record  by  the  Sunday  schools  of  the  communities  surveyed  in 
Indiana,  twenty-four  different  facts  concerning  the  pupil  were 
listed  and  the  superintendent  and  secretary  of  the  school  was 
asked  to  tell  the  surveyor  what  facts  were  recorded  by  the 
school,  and  by  whom  the  facts  were  recorded.  It  should  be 
stated  that  these  twenty-four  questions  on  pupil-data  were 
selected  by  a  consensus  of  opinion  of  experts  engaged  in 
religious  education  in  the  following  manner :  A  large  number 
of  experts  were  asked  to  list  those  pupil-data  which  were,  in 

[341] 


TABLE  CIII  —  WHAT  PUPIL  DATA  ARE  MADE  A  MATTER  OF  RECORD  IN  172  INDIANA  SUNDAY  SCHOOLS 


Q 

W 


o 

§ 

si 

< 

< 

H 

< 

A 

£ 

o 


[342] 


Q 

W 

a 


1  *  g  *5 

5  5  §  B 

c/3  £  B  o 


§.£  -  &  5 

q  «  «  ^ 
Wo 
H  W 
o  c/3 
« 


w 

P‘5 


o 

OS 

O 

O 

w 

05 


o 

o 

a 

o 

C/3 

>< 

« 


;* 

05 

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[343] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


their  judgment,  most  necessary  for  the  school  to  have  on 
record.  From  the  large  list  submitted  the  24  items  found  in 
Table  CIII  were  selected,  because  they  were  suggested  more 
frequently  than  the  other  items. 

The  only  pupil-data  which  are  made  a  matter  of  record 
by  the  great  majority  of  the  schools  are  (1)  the  full  name 
of  the  pupil,  and  (2)  the  attendance  of  the  pupil  at  class. 
Virtually  nine-tenths  of  the  schools  attempt  to  record  these 
facts.  This  agrees  quite  closely  with  Table  C,  which  shows 
that  fully  80  per  cent,  use  the  Teacher’s  Year  Class-book  or 
the  Quarterly  Class-book.  These  record  books  make  slight 
provision  for  other  pupil  data.  Approximately  one-half  of 
the  schools  surveyed  make  a  record  of  the  residence  of  the 
pupil;  two-fifths  of  the  schools  record  the  date  of  birth  of  the 
pupil;  two-sevenths,  the  fact  as  to  whether  or  not  the  pupil  is 
promoted;  one-fourth  the  fact  as  to  whether  or  not  the  pupil 
is  a  member  of  church;  one-fourth,  the  date  of  a  pupil’s  with¬ 
drawal  from  class;  about  one-fifth,  the  names  of  the  pupil’s 
father  and  mother;  one-fifth,  a  pupil’s  tardiness;  one-sixth, 
the  cause  of  a  pupil’s  withdrawal  from  class.  The  other  facts 
are  recorded  by  the  schools  much  less  frequently.  Table  CIII 
lists  these  pupil-data  to  show  with  what  frequency  they  are 
made  matters  of  record  by  the  172  schools. 

Unfortunately,  the  tabulations  were  not  made  in  such  a  way 
as  to  show  how  frequently  each  fact  is  made  a  matter  of  record 
by  urban  Sunday  schools  as  distinguished  from  rural  schools. 
The  order  of  the  list  for  schools  in  urban  communities  would 
undoubtedly  be  different  from  that  of  the  list  for  rural  com¬ 
munities.  For  example,  the  residence  of  a  child  is  a  matter  of 
much  concern  in  a  city;  but  of  little  importance  in  rural  com¬ 
munities  where  the  majority  of  the  people  not  only  know  one 
another,  but  one  another’s  residences  as  well.  For  the  same 
reasons,  the  names  of  the  father  and  mother  of  the  child  are 
much  less  necessary  in  the  small  rural  school.  It  is  very 
probable  that  the  recording  of  other  items  would  be  affected 
in  much  the  same  way. 

Despite  the  fact  that  the  table  is  for  rural  and  urban  Sunday 

[344] 


RECORDS  AND  REPORTS 


schools  combined,  it  is  surprising  that  though  the  Sunday 
school  has  been  regarded  by  religious  workers  as  one  of  the 
foremost  recruiting  agencies  of  the  church,  yet  so  small  a  per¬ 
centage  of  the  schools  attempt  to  make  a  record  of  those  pupil- 
data  which  bear  directly  upon  this  recruiting  of  members.  For 
example,  only  15  per  cent,  of  the  schools  record  the  church 
relationship  of  the  parents  of  the  pupils.  Again,  only  15  per 
cent,  record  the  date  when  the  pupil  unites  with  the  church. 
Only  4  per  cent,  attempt  any  record  of  whether  or  not  the  pupil 
attends  the  services  of  the  church;  and  only  4  per  cent,  of  the 
schools  make  a  record  of  the  church  organizations  of  which 
the  pupil  is  a  member. 

IV.  How  the  Pupil  Data  Are  Recorded 

Both  the  superintendent  and  school  secretary  were  asked 
by  the  surveyor  as  to  the  method  of  recording  each  of  the 
twenty-four  items  of  pupil-data.  Was  a  fact  concerning  a 
pupil  recorded  by  the  teacher  or  by  the  secretary  of  the  school? 
And  was  this  made  a  matter  of  permanent  record  to  be  revised 
at  stated  periods?  Obviously  certain  facts  need  no  revision, — 
the  name  of  the  pupil,  date  and  place  of  birth,  and  the  like. 
But  other  facts  may  change  frequently  as :  residence  of  the 
pupil,  grade  in  public  school,  occupation  and  similar  data.  Such 
information  concerning  the  pupil,  if  it  is  to  be  valuable,  must 
not  be  allowed  to  become  “out  of  date.” 

In  Table  CIII  will  be  found  the  distribution  of  schools 
according  to  the  method  of  recording  the  different  items  of 
pupil-data.  An  inspection  of  the  table  shows  that  the  bulk  of 
the  recording  is  done  by  the  teacher,  or  in  some  instances  by 
the  class  secretary.  In  case  the  class  secretary  is  attached  to 
the  staff  of  the  school  secretary,  then  the  school  secretary  is 
considered  as  making  the  record.  Taking  the  first  item,  the 
“full  name  of  the  pupil,”  we  find  that  in  92  schools,  or  58.9 
per  cent.,  the  teacher  is  the  only  one  who  makes  this  a  matter 
of  record.  But  in  22  schools,  or  14  per  cent.,  both  the  secretary 
and  the  teacher  record  this  fact;  in  7  schools,  or  4.5  per  cent., 
it  is  made  a  part  of  the  permanent  record  and  of  the  teacher’s 

[34s] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


record  as  well;  while  in  17  schools,  or  n  per  cent.,  it  is  made 
a  matter  of  record  by  the  teacher  and  by  the  secretary,  and  is 
made  a  part  of  the  permanent  record.  Summing  these  up,  we 
find  that  the  teacher  makes  this  record  in  practically  nine-tenths 
of  the  schools.  Following  the  same  procedure  with  respect  to 
those  items  in  the  list  which  do  not  have  such  permanent  value, 
we  find  that  the  burden  of  recording  them  falls  primarily  upon 
the  teacher.  When  one  considers  that  the  average  length  of 
the  recitation  period  is  only  thirty  minutes,  and  that  most  of 
the  recording  of  pupil-data  by  the  teacher  is  done  at  the  begin¬ 
ning  or  at  the  end  of  the  recitation  period,  one  can  readily 
understand  why  Sunday  school  records  are  not  more  inclusive 
of  details  and  more  accurate  than  they  are  at  present. 

The  teacher  considers  teaching  as  her  main  function  in  the 
Sunday  school,  and  is  unwilling  to  take  much  time  for  the 
recording  of  pupil  data  from  the  precious  thirty  minutes  at 
her  disposal.  If  these  pupil-records  are  of  value,  then  definite 
steps  must  be  taken  so  to  organize  the  work  of  recording  them 
as  to  relieve  the  class  teacher  of  much  of  the  detail  connected 
with  it.  This  does  not  mean  that  the  teacher  has  no  need  for 
such  data  in  her  work  as  a  teacher.  On  the  contrary,  she  needs 
this  detailed  information  concerning  her  pupils  in  order  to  help 
make  her  teaching  more  effective,  more  applicable  to  the  par¬ 
ticular  needs  of  the  pupils;  but  she  ought  not  to  be  burdened 
with  both  the  task  of  teaching  and  the  task  of  gathering 
and  recording  these  pupil-data.  This  latter  is  properly  a  prob¬ 
lem  for  the  secretarial  force  of  the  school. 

V.  Evaluation  of  Pupil-Data 

Earlier  in  this  chapter  it  was  stated  that  these  24  items  of 
pupil-information  were  selected  through  an  inquiry,  directed 
to  religious  education  experts,  as  to  what  pupil-data  were  most 
important,  and  what  ought  to  be  made  a  matter  of  record.  No 
attempt  was  made  to  determine  the  relative  importance  of 
each  item. 

In  writing  this  report,  it  was  felt  desirable  to  attempt  to 
determine  the  relative  worth  of  each  item.  The  procedure 

[346] 


RECORDS  AND  REPORTS 


followed  is  fully  explained  in  the  following  instruction  sheet 
and  blank  for  recording  judgments  which  were  sent  to  197 
religious  education  directors,  secretaries  of  denominational 
Sunday  school  boards,  secretaries  of  state  Sunday  school  asso¬ 
ciations,  professors  of  religious  education  in  universities  and 
colleges,  and  similar  officials  and  workers  in  the  religious 
education  field. 

The  following  instructions  were  given  to  those  who  were 
asked  to  give  judgments  on  the  relative  value  of  items  in 
Sunday  School  records. 

You  are  asked  to  do  two  things : 

First: 

Rank  the  items  (on  the  attached  sheet)  in  the  order  of 
their  importance. 

Examples:  (a)  If  you  think  the  items  are  of  equal 
value,  place  the  figure  1  opposite  each  item  in  the  column 
headed  “Rank/’ 

(b)  If,  however,  you  do  not  think  these  items  are  of 
equal  value,  place  the  figure  1  opposite  the  item  you  con¬ 
sider  the  most  important ;  the  figure  2  opposite  the  item 
of  second  importance ;  the  figure  3  opposite  the  item  next 
in  importance,  etc.,  etc.,  until  you  have  ranked  the  entire 
24  items. 

Second: 

Assign  to  each  of  the  items  a  score,  such  that  when  the 
scores  for  each  of  the  24  items  are  added  the  total  will 
be  100. 

Examples:  (a)  If  you  have  decided  that  each  item  is 
of  equal  rank,  then  the  score  set  opposite  each  item  will 

be  4%.  r  ,  , 

(b)  If  you  decide  these  items  are  not  of  equal  value, 
then  set  opposite  the  item  ranked  /  (of  first  importance) 
a  score,  say,  10 ;  opposite  the  item  ranked  2,  a  score  which 
will  indicate  your  idea  of  the  relative  difference  in  the 
value  of  these  two  items,  say,  8 ;  opposite  the  item  ranked 
3,  a  score  similarly  found,  etc.,  etc. 

Keep  in  mind  that  the  total  of  the  scores  assigned  must 
equal  100. 

When  completed  the  score  sheet  will  appear  somewhat  as 
follows : 


[347] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Item  i 

<<  - 


Etc. 

Etc. 

Etc. 


Item 


Rank  Given 

3 

5 

1 

2 


Score  Assigned 

7- 5 
7.0 
10.0 
8.o 


Sum  of  Scores 


ioo. 


Table  CIV  is  the  form  submitted  for  the  use  of  the 
judges. 


TABLE  CIV  — SHEET  FOR  JUDGING  THE  RELATIVE  WORTH 
OF  PUPIL  DATA  IN  SUNDAY  SCHOOL  RECORDS 

Item  Rank  Assigned  Score  Assigned 

(1)  Full  name  of  pupil .  .  . 

(2)  Date  of  birth .  .  . 

(3)  Place  of  birth .  .  . 

(4)  If  foreign  born,  year  came  to  U.  S...  .  . 

(5)  Name  of  father .  .  . 

(6)  Name  of  mother .  .  . 

(7)  Number  of  brothers  and  sisters .  .  . 

(8)  Residence  of  pupil .  .  . 

(9)  Whether  employed  or  in  public 

school  .  .  . 

(10)  Occupation,  if  employed .  . 

(11)  Grade,  if  in  school .  .  . 

(12)  Member  of  church? .  .  . 

(13)  Church  relationship  of  parents .  .  . 

(14)  Church  organizations  of  which  pupil 

is  a  member .  .  . 

(15)  Date  of  joining  each  organization...  .  . 

(16)  Non-church  organizations  of  which 

pupil  is  a  member .  .  . 

(17)  Date  of  joining  non-church  organiza¬ 

tions  .  .  . 

(18)  Absence  of  pupil  from  class .  .  . 

(19)  Tardiness  of  pupil  to  class...-, .  .  . 

(20)  Date  of  withdrawal  from  class .  .  . 

(21)  Cause  of  withdrawal  from  class .  .  . 

(22)  Promotion  and  non-promotion  of 

pupil  .  .  . 

(23)  Attendance  upon  church  services....  .  . 

(24)  Date  of  uniting  with  church, .  .  . 

Sum  of  scores. . . .  100. 

Signed . 

Position . 

Write  on  the  back  of  this  sheet  any  suggestions  you  may  care  to  make, 
after  you  have  ranked  and  judged  the  items  given, 

[348] 


RECORDS  AND  REPORTS 


Of  the  197  letters  sent  out,  88  replies  were  received.  Eleven 
replies  were  received  too  late  for  tabulation,  and  twelve  had 
to  be  discarded  because  the  judge  had  not  followed  instruc¬ 
tions.  The  tabulation  of  the  scores  assigned  by  the  other  63 
judges  is  given  in  Table  CV. 

TABLE  CV  — 24  ITEMS  OF  PUPIL  DATA  ARRANGED  IN  THE 
ORDER  OF  THEIR  RELATIVE  WORTH  AS 
MATTERS  OF  RECORD 


Item 

Full  name  of  pupil . 

Residence  of  pupil . 

Grade,  if  in  public  school . 

Member  of  church . 

Date  of  birth . 

Absence  of  pupil  from  class.... 

Name  of  father . 

Cause  of  withdrawal  from  class 
Date  of  uniting  with  church.... 
Promotion  and  non-promotion  of 

pupil  . 

Church  relationship  of  parents.. 
Attendance  upon  church  services 
Employed  or  in  public  school.  . 

Name  of  mother . 

Church  organizations  of  which 

pupil  is  a  member . 

Tardiness  of  pupil  to  class . 

Occupation,  if  employed . 

Date  of  withdrawal  to  class.... 
Number  of  brothers  and  sisters 
Non  -  church  organizations  of 
which  the  pupil  is  a  member.. 

Place  of  birth . 

If  foreign  born,  year  came  to 

the  U.  S.... . 

Date  of  joining  each  church 

organization  . 

Date  of  joining  each  non-church 
organization  . 


Range  of 

Middle  50 

Median 

Scores 

Per  Cent. 

Rank 

Score 

Low 

High 

Qi 

Qa 

1.0 

6.08 

3-0 

20.0 

5-0 

8.0 

2.0 

5-19 

.0 

20.0 

5-0 

7.0 

3-5 

5-i 

1.0 

10.0 

4.0 

6.0 

3-5 

5-1 

.0 

1 0.0 

4-3 

6.1 

5-0 

5-07 

1-5 

130 

4.2 

6.1 

6.0 

5-0 

.0 

20.0 

4.2 

6.0 

7.0 

4-6 

1.0 

8.6 

4.0 

6.0 

8.0 

4-5 

.0 

15.0 

4.0 

5-o 

9.0 

4-38 

.0 

10.0 

3-6 

5-o 

1 0.0 

4.46 

.0 

8.1 

3.0 

5-0 

II.O 

4-35 

1.0 

10.0 

4.0 

5-o 

12.5 

4.2 

.0 

8.0 

3-6 

5-0 

12.5 

4.2 

.0 

93 

3-0 

5-0 

14-5 

4.05 

.0 

8.0 

2.25 

5-0 

14-5 

4.05 

1.0 

10.0 

3-0 

4-7 

17.0 

4.0 

.0 

15-0 

3-0 

5-o 

17.0 

4.0 

1.0 

8.0 

3-0 

4-8 

17.0 

4.0 

.0 

6.1 

2.0 

5-0 

19.0 

3-57 

.0 

10.0 

2.4 

4.2 

21.0 

301 

.0 

7.0 

2.0 

4.0 

21.0 

301 

.0 

7.4 

1.0 

4.0 

21.0 

301 

.0 

5.2 

1-3 

4.0 

23.0 

2-3 

.0 

5.7 

1.0 

3-3 

24.0 

1.9 

.0 

7.0 

1.0 

3-0 

(Since  there  are  24  items,  the  item  with  the  lowest  median  score  is 
given  a  rank  of  24.  Where  two  or  more  items  have  the  same  median 
score,  all  are  given  the  same  rank.  For  example,  the  third  and  fourth 
items  in  the  list  are  both  ranked  3.5 — the  average  of  the  sum  of  two 

ranks.  =  3.5) 

In  the  first  column  of  the  table  are  shown  the  ranks  of  the 
various  items  as  determined  by  the  magnitude  of  the  median 

[349] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


scores  given  in  the  second  column.  For  example,  the  item, 
“Full  name  of  the  pupil”  receives  the  highest  median  score — 
6.08 — and  is  therefore  given  the  rank  of  1. 

In  the  second  column  are  found  the  medians  of  the  score 
of  the  63  judges  on  each  of  the  twenty-four  items.  Again 
taking  the  first  item  as  an  example,  all  of  the  scores  of  the 
63  judges  on  the  relative  importance  of  the  full  name  of  the 
pupil  as  a  matter  of  record  were  arranged  in  the  order  of 
their  magnitude.  Then,  counting  in  from  either  end,  the 
middle  score,  that  is  the  thirty-second  score,  is  taken  as  rep¬ 
resenting  most  fairly  the  judgment  of  the  63  persons. 

In  columns  three  and  four  are  found  the  lowest  and  highest 
scores  assigned  by  any  of  the  judges  to  each  of  the  items.  The 
range  indicates  the  lack  of  agreement  between  the  judges  as 
to  the  relative  worth  of  an  item.  An  inspection  of  these 
columns  will  show  that  there  was  the  least  disagreement  in  the 
case  of  those  items  coming  at  the  end  of  the  list;  i.e.  those 
items  which  have  the  least  importance  as  matters  of  record. 
There  is  much  wider  disagreement  in  the  scores  assigned  to 
the  items  receiving  the  highest  median  scores.  If  one  takes 
the  first  five  items,  the  average  range  is  13.5  points;  the  last 
five  items  have  an  average  range  of  6.5  points.  It  is  probable 
that  the  low  scores  in  the  case  of  the  first  two  items  can  be 
explained  by  the  comments  of  one  judge  who  had  assigned  low 
scores  to  these  items — “I  have  assumed  the  recording  of  these 
items;  hence  my  scores  on  these  items  have  been  reduced  as 
much  as  possible.” 

In  columns  five  and  six  are  found  the  two  scores  on  each 
item  which  include  the  middle  50  per  cent,  of  all  the  judgments. 
In  column  five  are  found  the  25-percentile  scores.  (Commonly 
called  the  first  quartile  and  abbreviated  as  It  is  found  by 
arranging  the  scores  of  all  the  judges  on  one  item  in  the  order 
of  magnitude,  and  then  taking  that  score  below  which  will  be 
found  25  per  cent,  of  all  the  scores.  Similarly,  the  75-percentile 
or  third  quartile — Q3 — is  that  score  below  which  will  be  found 
75  per  cent,  of  all  the  scores.)  Between  these  two  percentile 
scores,  Qx  and  Q3,  will  be  found  the  “middle  50  per  cent.” 

[350] 


RECORDS  AND  REPORTS 


which  enables  one  to  judge  how  closely  the  scores  group  them¬ 
selves  around  the  median  score.  In  the  case  of  the  first  item, 
the  range  is  from  a  low  score  of  3.0  up  to  a  high  score  of  20.0; 
yet  half  of  all  the  scores  are  grouped  between  5.0  and  8.0,  or 
only  3  points.  In  the  case  of  the  second  item,  while  the  range 
of  scores  is  from  o  to  20.0,  yet  one-half  of  all  the  scores  are 
found  between  4.0  and  5.0,  or  within  one  point.  In  general, 
the  more  closely  the  scores  group  themselves  around  the  middle 
score,  the  greater  the  reliability  of  the  median  score.  It 
appears,  then,  from  an  inspection  of  these  columns  that  in  the 
majority  of  items,  the  scores  are  grouped  closely  about  the 
median. 

Several  of  the  judges  objected  to  ranking  all  of  these  items 
in  one  group.  Their  chief  reason  for  objecting  was  that  this 
list  contained  pupil-data  of  two  types :  those  data  which  should 
be  made  a  matter  of  permanent  record,  and  those  of  a  nature 
justifying  a  temporary  record  only.  This  objection  was  fully 
recognized  before  the  list  was  submitted  to  the  judges;  but  it 
was  decided  that  in  a  school  which  had  a  thoroughly  organized 
secretarial  force,  these  items  of  a  temporary  nature  would  be 
the  bases  for  permanent  records  and  should,  therefore,  be 
included  in  this  study.  For  example,  no  one  would  think  of 
recording  each  Sunday’s  attendance  upon  the  permanent  record- 
card  of  the  pupil;  but  the  summary  of  the  year’s  attendance, 
as  obtained  from  the  teacher’s  class-record,  would  certainly  be 
recorded  in  the  permanent  record.  Without  doubt,  the  wide 
variation  in  the  judgments  of  judges  on  some  of  the  items  of 
pupil-data  was  due,  in  large  measure,  to  this  ranking  of  all  the 
items  in  one  group. 

When  one  compares  the  ranking  of  the  relative  worth  of 
these  pupil-data  by  these  63  judges  with  present  practice  in 
the  Sunday  schools  of  Indiana,  there  is  evidence  of  considerable 
agreement.  In  Table  CIV  of  the  six  items  accorded  the  first 
six  ranks,  by  the  63  judges  of  the  relative  worth  of  the  items 
as  matters  of  record,  five  items  are  found  by  Table  CV  to  have 
been  the  most  frequently  recorded  data  in  the  172  Indiana 
Sunday  schools  surveyed.  Also,  of  the  six  items  at  the  bottom 

[351] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


of  the  list  according  to  the  63  judges,  five  are  found  to  be  the 
items  least  frequently  recorded  by  the  172  Indiana  Sunday 
schools.1 

That  there  is  this  close  agreement  between  the  frequency 
with  which  the  Indiana  Sunday  schools  record  certain  pupil- 
data,  and  the  judgment  of  these  63  judges  as  to  the  wisdom 
for  recording  these  data,  is  not  strange  when  one  considers 
that  six-sevenths  of  the  judges  are  in  administrative  or  execu¬ 
tive  positions,  are  familiar  with  the  record  systems  in  the 
Sunday  schools  and  more  or  less  determine  what  pupil-facts 
are  made  matters  of  record.  In  this  study  it  was  hoped  that 
it  would  be  possible  to  separate  the  judges  into  three  or  four 
groups  so  as  to  determine  whether  or  not  the  groups  differed 
as  to  the  facts  to  be  recorded.  Unfortunately,  the  number  of 
persons  in  each  group  of  judges  was  not  sufficient  to  justify 
a  separate  tabulation.  It  would  appear,  however,  from  an 
inspection  of  the  judgments  of  the  group  of  seven  professors 
in  religious  education  in  colleges  and  universities,  that  these 
tend  to  place  more  value  upon  those  pupil-data  which  are 
generally  thought  to  be  more  social  in  their  bearing.  For 
example,  the  occupation  of  the  pupil,  his  relation  to  the  public 
school,  the  organizations  to  which  the  pupil  belongs,  and 
the  like. 

It  is  quite  evident  that  the  24  items  of  pupil-data  are  not 
of  equal  value  as  matters  of  record.  It  is  also  evident  that  the 
valuation  placed  on  these  items  is  a  reflection  of  present  prac¬ 
tice.  This  is  merely  another  way  of  saying  that  the  above 
ranking  indicates  the  degree  to  which  uses  for  each  of  these 
pupil  data  are  evident  to  the  minds  of  the  judges.  It  is  highly 
probable,  furthermore,  since  the  great  majority  of  the  judges 
are  officials  and  executives  in  the  field  of  religious  education 
and  familiar  with  the  average  Sunday  school  and  its  untrained 
workers  in  all  lines,  teachers,  supervisors,  secretarial  force,  etc., 
that  this  knowledge  would  lead  the  judges  to  place  a  higher 
estimate  upon  those  items  which  the  judges  felt  confident  the 
Sunday  school  worker  could  use.  With  highly  trained  Sunday 

1  The  coefficient  of  correlation  between  the  ranks  occupied  by  each  item 
in  the  two  tables,  according  to  Spearman’s  Rank  Formula,  is  +  .78. 

[352] 


RECORDS  AND  REPORTS 


school  workers,  and  with  a  sufficient  number  of  them,  pupil- 
data  might  be  utilized  with  a  degree  of  effectiveness  impossible 
under  ordinary  conditions. 

VI.  A  Brief  Summary  of  Significant  Facts 

Only  one  out  of  every  three  schools  surveyed  has  any  regu¬ 
lation  as  to  the  number  of  days  a  pupil  must  attend  before  his 
name  is  placed  on  the  roll.  The  modal  requirement  is  three 
days  attendance. 

Only  one  school  in  eight  has  any  requirement  that  a  pupil 
be  dropped  from  the  roll  after  a  prescribed  number  of  con¬ 
secutive  absences. 

Two  out  of  three  schools  use  the  yearly  class-book  for 
recording  attendance  and  other  pupil-data. 

Only  one  school  in  twenty  maintains  a  modern  pupil’s- 
record  system  of  the  cumlative  type;  i.e.,  a  record  of  the  pupil 
for  a  series  of  years. 

Four  out  of  five  schools  use  only  one  pupil-record  form. 
One  out  of  ten  schools  uses  two  record-forms. 

The  only  pupil-data  which  the  Sunday  school  authorities 
regard  as  sufficiently  important  to  record  are :  the  full  name 
of  the  pupil,  and  his  absence  from  the  class.  Nine  out  of  ten 
of  the  Sunday  schools  record  these  facts. 

About  half  of  the  schools  make  a  record  of  the  residence 
of  the  pupil  and  the  date  of  the  pupil’s  birth. 


[353] 


PART  FIVE:  TEACHERS  AND  SUPER¬ 
VISION  OF  TEACHING 

BY 

WALTER  S.  ATHEARN 


OUTLINE 

CHAPTER  XII:  GENERAL  QUALIFICATIONS  OF  INDIANA 
SUNDAY  SCHOOL  TEACHERS 

I.  Sources  of  Data 

II.  Number  of  Sunday  School  Teachers  in  Indiana 

III.  Sex,  Marital  State,  Race  and  Nativity 

IV.  Occupation,  Salary,  and  Income 

V.  Social  and  Economic  Background 

(a)  Where  Reared 

(b)  Occupation,  Income,  and  Nativity  of  Father 

(c)  Education  of  Parents 

VI.  Age 

(a)  Present  Age 

(b)  Age  of  Beginning  Sunday  School  Teaching 

VII.  Church  Relationships  and  Loyalty 

(a)  Age  of  Joining  Church 

(b)  Influences  Leading  to  Church  Membership 

(c)  Church  Activities 

(d)  Faithfulness  to  Church  School 

(e)  Motives  for  Teaching  in  the  Church  School 

VIII.  Summary 

CHAPTER  XIII:  EDUCATION,  PROFESSIONAL  PREPARATION 
FOR  TEACHING,  AND  TEACHING  EXPERIENCE 

I.  General  Schooling 

(a)  Amount  of  Schooling 

(b)  Grouping  of  Teachers  on  the  Basis  of  Years  of  Schooling 

(c)  General  and  Religious  Reading 

II.  Professional  Training 

(a)  Courses  in  Professional  Subjects 

(b)  Practice  Teaching 

(c)  Available  Professional  Courses  in  Indiana  Church  Col¬ 
leges 

(d)  Professional  Reading 

(e)  Schools  and  Agencies  for  Training  Sunday  School 
Teachers 

(f)  Conventions  and  Teachers’  Meetings 

III.  Teaching  Experience 


[355] 


CHAPTER  XIV:  STANDARDS  AND  METHODS 

I.  Standards  Used  by  Teachers  in  Measuring  the  Success  of  Their 
Teaching 

II.  Lesson  Preparation 

III.  Methods  of  Questioning 

IV.  The  Assignment  of  Lessons 

CHAPTER  XV:  CLASSIFICATION  OF  INDIANA  SUNDAY 
SCHOOL  TEACHERS 

I.  The  Need  of  a  Classification  Plan 

II.  The  Plan  Described 

III.  The  Plan  Applied  to  Indiana  Sunday  School  Teachers 

IV.  A  Correlation  of  General  Education,  Professional  Training,  and 
Teaching  Experience 

V.  A  Comparison  of  Indiana  Sunday  School  Teachers  and  Indiana 
Rural  Public  School  Teachers 

VI.  Summary 

CHAPTER  XVI:  SUPERVISION  OF  TEACHING 

A.  By  the  General  Superintendents 

I.  The  Superintendent  as  Administrator  and  Supervisor 

II.  General  Qualifications  of  Indiana  Sunday  School  Superintendents 

III.  Motives  for  Accepting  Superintendency 

IV.  Supply,  Placement  and  Retention  of  Teachers 

(a)  The  Supply  of  Teachers 

(b)  The  Placement  of  Teachers 

(c)  The  Transfer  of  Teachers 

(d)  The  Dismissal  of  Teachers 

(e)  The  Resignation  of  Teachers 

(f)  Substitute  Teachers 

(g)  Public  Recognition  of  Teachers 

V.  Agencies  for  Training  Teachers  While  in  Service 

(a)  The  Teacher-Training  Class 

(b)  Teachers’  Meetings 

(c)  Demonstration  or  Model  Lessons 

(d)  Regular  and  Helpful  Supervision 

(e)  A  Study  of  Classroom  Methods 

(f)  Visiting  Other  Teachers 

(g)  Correspondence  Study 

VI.  Methods  of  Classroom  Supervision 

VII.  Methods  Used  to  Judge  Successful  Teaching 

B.  By  Departmental  Superintendents 

I.  Present  Status  of  Departmental  Supervision 

II.  Qualifications  of  Departmental  Superintendents 

III.  Authority  Vested  in  Departmental  Superintendents 

IV.  The  Departmental  Superintendent  or  Supervisor 

V.  Comparison  of  Methods  of  Supervision  of  General  and  Depart¬ 
mental  Superintendents 

VI.  Summary 


[356] 


PART  FIVE:  TEACHERS  AND  SUPER¬ 
VISION  OF  TEACHING 


Chapter  XII 

GENERAL  QUALIFICATIONS  OF  INDIANA 
SUNDAY  SCHOOL  TEACHERS 

/.  Sources  of  Data 

There  are  approximately  5,644  Protestant  Sunday  schools 
in  Indiana.  For  the  purpose  of  this  study,  256  of  these  Sunday 
schools  were  selected  for  special  investigation  by  methods  fully 
explained  in  the  section  of  this  report  entitled  “The  Purpose, 
Scope  and  Methods  of  the  Indiana  Survey  of  Religious 
Education.”  Carefully  prepared  question-schedules  were  for¬ 
mulated  and  surveyors  were  trained  in  uniform  methods  of 
presenting  the  schedules  to  the  teachers  in  individual  or  group 
conferences.  It  was  made  clear  to  each  teacher  that  the  inquiry 
was  impersonal  in  the  sense  that  no  names  were  to  be  revealed, 
but  personal  and  intimate  in  the  sense  that  accurate  information 
was  requested  concerning  many  private  personal  matters  which 
were  of  great  importance  to  those  who  were  trying  to  help 
all  teachers  and  all  Sunday  schools. 

Before  filling  out  the  question-schedules,  the  teachers  were 
asked  to  read  carefully  a  statement  from  which  the  following 
extract  has  been  taken : 

The  first  step  in  improving  training  courses,  lesson-helps,  and 
lesson-systems  is  to  secure  the  exact  facts  about  the  teachers  for 
whose  use  the  material  is  prepared.  It  is  not  necessary  that  the 
age,  sex,  education,  nationality,  parentage,  experience,  etc.,  of 

[357] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


any  particular  teachers  be  known,  but  it  is  absolutely  necessary 
that  lesson  writers  know  these  facts  about  teachers  in  general. 
This  general  information  can  only  be  learned  by  securing  the 
exact  facts,  in  an  impersonal  statement,  from  each  teacher.  For 
this  purpose,  thousands  of  teachers  will  be  asked  to  answer  the 
following  questions.  They  are  requested  not  to  sign  their  names. 
The  information  is  not  intended  for  the  use  of  the  local  church  or 
Sunday  school ;  it  will  go  to  those  who  are  preparing  the  material 
for  the  use  of  Sunday  school  teachers  and  pupils.  The  questions 
are  numerous,  and  some  of  them  are  of  an  intimate  character. 
You  will  understand  from  the  foregoing  statement  that  this  ex¬ 
haustive,  but  impersonal  statement  is  requested  in  order  that  those 
who  plan  material  for  you  to  use  may  do  so  more  intelligently. 
There  is  a  reason  for  every  question.  Please  take  time  to  do  this 
work  thoroughly  and  expect  as  a  reward  textbooks  and  lesson- 
helps  more  suited  to  your  needs  than  you  have  ever  had  before. 

“Sunday  school  teachers  will  be  interested  to  know  that  a 
similar  survey  has  been  made  of  thousands  of  public  school 
teachers  and  that  training  courses  and  textbooks  are  already  be¬ 
ing  improved  because  of  the  facts  secured. 

“It  is  expected  that  the  Sunday  school  teachers  will  cooperate 
in  a  similar  survey  with  as  much  professional  enthusiasm  as  did 
the  public  school  teachers. 

“In  the  interest  of  all  teachers,  we  urge  each  teacher  to  care¬ 
fully  answer  the  following  questions.” 

After  this  statement  had  been  read,  the  surveyor  usually 
discussed  with  the  teacher  the  purpose  of  the  inquiry  and 
answered  any  questions  which  might  be  raised  by  the  teacher. 
Because  of  this  method  a  very  large  percentage  of  the  teachers 
answered  the  questions  and  a  very  high  percentage  of  com¬ 
pleteness  and  accuracy  of  statement  was  secured.  Of  the  2,670 
teachers  in  the  256  schools  surveyed,  2,072  or  77.6  per  cent, 
returned  schedules. 


II.  Number  of  T eachers 

In  the  256  churches  surveyed  there  were  2,670  teachers  for 
the  2,604  classes  and  253  supply  teachers.  If  this  ratio  is 
typical  of  the  entire  state,  as  we  have  reason  to  believe  it  is, 
there  were  in  Indiana,  in  1920,  a  total  of  47,240  regular 

[358] 


GENERAL  QUALIFICATIONS  OF  TEACHERS 


teachers  and  4,430  supply  teachers,  or  a  grand  total  of  51,670 
Sunday  school  teachers. 

III.  Sex,  Marital  State,  Race  and  Nativity 

Female  Sunday  school  teachers  outnumber  the  male  teachers 
in  Indiana  about  three  to  one,  there  being  1,509  female  teachers 
and  563  male  teachers  among  the  2,072  teachers  surveyed. 
This  is  approximately  the  same  ratio  that  exists  between  female 
and  male  teachers  in  the  Indiana  public  schools,  there  being 
15,650  female  teachers  and  5,411  male  teachers  in  the  State. 
In  urban  communities  25.4  per  cent,  of  the  Sunday  school 
teachers  are  males;  in  the  rural  communities,  34.2  per  cent,  are 
males.  (See  Chart  XLIX.) 


Chart  XLIX  —  Sex  Distribution  of  2,072  Indiana  Sunday  School 

Teachers. 

Of  the  2,061  teachers  answering  as  to  their  marital  state, 
466  men  and  967  women,  a  total  of  1,433,  were  married,  and 
91  men  and  537  women,  a  total  of  628,  were  single.  It  would 
seem  that  young  men  are  not  being  recruited  into  the  teaching 
service  as  generally  as  the  young  women  are.  Twelve  hundred 
forty  married  teachers  report  the  number  of  children  in  their 
families  as  varying  from  o  to  9  with  the  median  2.  That  is, 
there  are  as  many  of  the  married  Sunday  school  teachers  who 
have  fewer  than  two  children  as  there  are  who  have  more  than 
that  number.  Comparing  these  statements  with  similar  facts 
from  the  public  school  teachers  of  Indiana  we  get  the  following 
percentages :  69.6  per  cent,  of  the  Sunday  school  teachers  are 

[359] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


married  and  30.4  per  cent,  are  single  ;  22.44  Per  cent.  of  the 
public  school  teachers  are  married  and  77.56  per  cent,  are 
single.  Sixty  per  cent,  of  the  public  school  teachers  are  without 
dependents. 

All  except  90  teachers  reported  as  to  their  color;  523  men 
and  1,351  women,  a  total  of  1,874,  are  white,  and  26  men  and 
82  women  belong  to  the  Negro  race.  Among  the  20,066  public 
school  teachers  of  Indiana  there  were  only  261  Negro  teachers 
in  1919.  A  sampling  of  approximately  5  per  cent,  of  the 
Sunday  school  teachers  of  the  state  gave  108  Negro  Sunday 
school  teachers.  At  this  rate  there  would  be  over  2,000  Negro 
Sunday  school  teachers  in  Indiana,  with  only  261  Negro  public 
school  teachers.  The  1920  census  gives  the  Negro  population 
of  Indiana  as  80,810,  or  2.8  per  cent,  of  the  total  population. 
Negroes  are  received  into  the  public  schools,  where  they  are 
under  white  teachers  almost  exclusively;  Negroes  are  not 
received  into  the  Sunday  schools  of  the  white  people  in  the 
same  democratic  manner.  In  other  words,  the  fact  of  race 
segregation  is  evidently  more  pronounced  in  religious  schools 
than  in  the  secular  schools. 

With  reference  to  their  nativity,  2,007  teachers  are  dis¬ 
tributed  as  follows:  526  males  and  1,463  females,  a  total  of 
1,989,  are  native  born;  and  only  18  males  and  26  females,  a 
total  of  44,  are  foreign  born. 

IV.  Occupation,  Salary  and  Income 

Only  six  Sunday  school  teachers,  three  male  and  three 
female,  out  of  the  1,938  reporting  on  this  subject,  receive 
compensation  for  their  teaching  services.  Sunday  school 
teachers  as  a  class  are  voluntary  workers  drawn  from  the  com¬ 
munity  surrounding  the  school.  To  them  Sunday  school 
teaching  is  an  avocation.  What  are  their  vocations  and  what 
their  financial  incomes  from  all  sources?  This  section  will 
attempt  to  answer  both  of  these  questions. 

Housewives,  professional  men  and  women,  clerks  and 
farmers,  in  the  order  named,  furnish  the  major  part  of  the 
Sunday  school  teachers  for  Indiana.  The  following  table 
[360] 


GENERAL  QUALIFICATIONS  OF  TEACHERS 


shows  the  distribution  of  1,938  Indiana  Sunday  school  teachers 
according  to  their  occupation : 

TABLE  CVI— SEX  AND  OCCUPATION  OF  1,938  INDIANA 
SUNDAY  SCHOOL  TEACHERS 

Both  Sexes  Males  Females 

Occupation 


Number  Per  Cent. 

Number  Per  Cent. 

Number  Per  Cent. 

Totals. . 

L938 

100.0 

548 

28.3 

L390 

71.7 

Agriculture  . . . 

159 

8.3 

149 

27.1 

10 

•7 

Manufacturing. 

146 

7.6 

96 

17-5 

50 

3-7 

Trade . 

112 

5-8 

85 

15-5 

27 

1.9 

Transportation. 

23 

1.2 

16 

2.9 

7 

.6 

Public  Service. 

16 

•9 

10 

1.8 

6 

•5 

Professional. . . 

260 

134 

126 

22.9 

134 

97 

Domestic  Serv¬ 
ice . 

48 

2-5 

18 

3-3 

30 

2.2 

Clerical . 

159 

8.2 

22 

4.0 

137 

9-9 

Student . 

126 

6-5 

26 

4-7 

100 

7.2 

Home-maker  . . 

889 

45-8 

0 

.0 

889 

64.0 

(This  table 

is  based 

on  data  from  548  of  563  males  and  1,390  0 

f  1,509 

females,  or  1,938  of  the  2,072  teachers  included 

in  this 

survey.) 

This  table  is  shown  graphically  in  Chart  L. 

Per  Cent 

0  10  20  30  40 

Home-Maker 
Professional 
Agriculture 
Clerical 
Manufacturing 
Stuoent 
Trade 

Oomestic  Service 
Transportation 
Public  Service 

Chart  L  —  Occupations  of  1,938  Indiana  Sunday  School  Teachers. 

Slightly  more  than  half  of  the  teachers  reported  the 
amounts  of  their  incomes,  which  varied  from  a  few  hundred 
dollars  to  $15,000  and  above.  The  number  reporting  was 
1,065.  One-fourth  of  this  number  received  less  than  $858.87; 
one-fourth  received  more  than  $2,109.71.  The  median  income 
for  males  was  $1,746.56;  for  females,  $1,235.99;  for  both 

[361] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


sexes,  $1,474.40.  In  other  words,  there  are  as  many  of  the 
1,065  teachers  who  receive  an  annual  income  of  less  than 
$1,474.40  as  there  are  who  receive  more  than  that  amount. 


V.  Social  and  Economic  Background 

WHERE  REARED 

Nearly  half  of  the  Sunday  school  teachers  in  the  schools 
surveyed  came  from  the  open  country,  as  the  accompanying 
chart  and  table  will  show : 


Where  Reared 

Number 

T  eachers 
Reporting 

Males 

Females 

Totals. 

...  1,998 

542 

1,456 

Village  . 

915 

33i 

584 

City  . 

100 

520 

Country  . 

34i 

85 

256 

Village  and  City . 

1 2 

48 

City  and  Country . 

32 

6 

26 

Village,  city  and  country . 

30 

8 

22 

Chart  LI  presents  these  figures  in  graphic  form. 


Chart  LI  —  1,998  Indiana  Sunday  School  Teachers  Distributed  with 
Reference  to  the  Place  where  the  Teacher  was  Reared. 


OCCUPATION,  INCOME  AND  NATIVITY  OF  FATHER 

The  data  in  the  foregoing  paragraph  are  supported  by  the 
following  figures  showing  the  occupation  of  the  fathers  of 
1,847  teachers  reporting  on  this  subject: 

[362] 


GENERAL  QUALIFICATIONS  OF  TEACHERS 


Number 

Occupation  of  Father 

Answering 

Males 

Females 

Totals. 

...  1,847 

5i7 

i,330 

Agriculture  . 

...  897 

306 

59i 

Manufacturing  industries  . 

.  . .  368 

82 

286 

Trade,  including  salesmen . 

48 

173 

Professional,  including  teachers.... 

159 

44 

115 

Transportation  . 

74 

11 

63 

Domestic  and  manual  service . 

73 

13 

60 

Public  service  . 

28 

3 

25 

Clerical  occupations  . 

6 

14 

Mining,  quarries,  oil,  etc . 

7 

4 

3 

One-fourth  of  the  fathers  of  282  male  teachers  received 
less  than  $848  a  year,  one-fourth  received  more  than  $2,019  a 
year;  and  the  median  annual  income  was  $1,084.  One-fourth 
of  the  fathers  of  518  female  teachers  received  less  than  $1,028 
a  year,  one-fourth  received  more  than  $2,222  a  year;  and  the 
median  annual  income  was  $1,552.  For  both  sexes  the  median 
annual  income  of  the  fathers  was  $1,422;  and  one-fourth 
received  less  than  $957  a  year  and  one-fourth  received  more 
than  $2,074  a  year.  It  will  be  noted  that  the  female  teachers 
came  from  homes  somewhat  more  thrifty  than  those  of  male 
teachers.  It  is  also  apparent  that  the  present  generation  of  male 
Sunday  school  teachers  has  a  marked  increase  in  income  over 
that  of  their  fathers.  The  median  annual  income  of  the  fathers 
of  male  teachers  was  $1,084.  The  median  annual  income  of 
the  present  male  teachers  is  $1,746.56. 

There  were  only  63  men  and  171  women  among  the  1,994 
teachers  reporting  whose  fathers  were  of  foreign  birth. 

EDUCATION  OF  PARENTS 

Nearly  three-fourths  of  the  teachers  gave  information 
regarding  the  education  of  their  parents.  The  parents  of 
female  teachers  had  educational  advantages  slightly  superior 
to  the  advantages  of  parents  of  male  teachers;  the  median 
number  of  years  of  schooling  for  both  father  and  mother  of 
female  teachers  was  8.6,  while  the  median  number  of  years  of 
schooling  for  the  fathers  and  mothers  of  the  male  teachers  was 
8.3  each.  Taking  the  group  as  a  whole,  1,415  teachers  reported 
as  to  the  education  of  their  fathers,  and  1,409  reported  the 

[363] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


same  facts  regarding  their  mothers.  One-fourth  of  both  the 
fathers  and  mothers  had  less  than  8  years  of  schooling;  one- 
fourth  of  the  fathers  had  more  than  io.i  years  of  schooling, 
and  one-fourth  of  the  mothers  had  more  than  9.4  years  of 
schooling.  Half  of  the  fathers  and  half  of  the  mothers  had 
less  than  8.5  years  of  schooling  and  half  had  more  than  that 
number.  The  median  number  of  years  of  schooling  of  the 
fathers  and  mothers  of  these  Sunday  school  teachers  was, 
therefore,  8.5. 

VI.  Age 

PRESENT  AGE 

The  typical  Indiana  Sunday  school  teacher,  judged  from  a 
study  of  the  present  ages  of  2,020  teachers,  is  37  years  old. 
One-fourth  of  the  teachers  are  under  27.2  years,  and  one-fourth 
are  above  47.3  years.  Women  teachers  are  approximately  seven 
years  younger  than  men  teachers.  The  median  age  of  female 
teachers  is  35.1  years,  and  the  median  age  of  male  teachers 
is  42.1  years.  One-fourth  of  the  men  are  under  32.8  years, 


Years  of  Age 


■■I  Sunday  School  Teachers  EZa  Public  School  Teachers 

Chart  LII  —  Comparative  Ages  of  Sunday  School  Teachers  and 

Public  School  Teachers  in  Indiana. 


[364] 


GENERAL  QUALIFICATIONS  OF  TEACHERS 


and  one-fourth  of  the  women  are  under  25.5  years.  One- 
fourth  of  the  men  are  over  52.6  years,  and  one-fourth  of  the 
women  are  over  45.3  years. 

Of  2,072  Sunday  school  teachers  reporting  2,020  gave 
their  ages;  out  of  18,583  Indiana  public  school  teachers  report¬ 
ing  16,382  gave  their  ages.  From  Table  CVII,  given 
below,  it  will  be  seen  that  Sunday  school  teachers  are  a  more 
mature  group  than  are  public  school  teachers.  There  are 
twice  as  many  (41.94  per  cent.)  public  school  teachers  under 
25  years  as  there  are  Sunday  school  teachers  (20.4  per  cent)  ; 
and  there  are  twice  as  many  (41.9  per  cent.)  Sunday  school 
teachers  over  40  years  as  there  are  public  school  teachers  (19.59 
per  cent.).  The  comparative  ages  of  .Sunday  school  teachers 
and  public  school  teachers  are  shown  in  Chart  LII. 

TABLE  CVII  — PRESENT  AGES  OF  2,020  INDIANA  SUNDAY 
SCHOOL  TEACHERS  AND  16,382  INDIANA 
PUBLIC  SCHOOL  TEACHERS 

Sunday  School  Public  School 

Teachers  Teachers 


MALES  FEMALES  PERCENTAGES  OF 

Per  Per  Per 

Present  Age  Total  Cent.  No.  Cent.  No.  Cent.  Total  Males  Females 

2,020  551  1,469  16,382  4,135  12,247 

10-19  years  .  196  9.7  25  4.6  171  11.7  12.72  13.98  11.46 

20-24  “  216  11.0  33  6.0  183  12.5  27.22  24.35  34-19 

25-29  “  213  10.5  38  7.0  175  1 1.9  18.27  16.87  19.68 

30-34  “  258  12.8  65  1 1.8  193  13. 1  11.68  11.97  Ir-40 

35-39  “  291  14.4  83  15. 1  208  14.2  8.39  8.48  8.31 

40-44  “  249  12.3  71  12.9  178  12. 1  6.37  9.27  5.47 

45-49  “  217  10.6  73  13.2  142  9.7  5.12  6.24  4.00 

50-54  “  148  7-3  58  10.5  90  6.1  4.08  5.34  2.82 

55-59  “  101  5.0  38  7.0  63  4-3  2.15  2.63  1.68 

60  and  above .  133  6.9  67  12.3  66  4.6  1.87  3.00  .74 

Statistical  Measurements  of  Present  Ages  of  Sunday  School 

Teachers  : 

Both  Sexes  Male  Female 

Median  .  37.0  years  42.1  35-1 

First  Quartile  .  27.2  “  32.8  25.5 

Third  “  .  47-3  “  52.6  45.3 


Table  CVIII  shows  the  comparative  ages  of  rural  and 
urban  and  male  and  female  teachers.  Table  CIX  shows  the 
correlation  between  ages  of  teachers  and  age-groups  of  pupils 
taught.  Chart  LIII  shows  that  city  teachers  are  more  mature 

[365] 


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rt 

rf 

VO 

VO 

VM 

O 


VO 

i- 

c/T 

JU 

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s 


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to 

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> 

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3 

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CO 

u 

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J3 


0 

rt 

U 


CM 

tx 

o 

of 

<u 

JS 


MH 

o 


vo 

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B 

o 

u 

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a} 

+-> 

rt 

T3 

C 

o 

cu 

3 

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at 

co 

C3 

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<L> 

»o 

aJ 

H 


TABLE  CIX  — PRESENT  AGES  OF  TEACHERS  AND  AGE-GROUPS  OF  PUPILS  TAUGHT  AT  PRESENT 

BASED  ON  DATA  FROM  1,692  INDIANA  SUNDAY  SCHOOL  TEACHERS 

Age  Groups  Present  Ages  of  Teachers 


CO 


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vo  ^ 

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fv  1  1 

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d 

[367] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


than  rural  teachers,  except  between  30  and  35  years  and  beyond 
50  years. 

AGE  OF  BEGINNING  SUNDAY  SCHOOL  TEACHING 

Slightly  more  than  one-fourth  (27.58  per  cent.)  of  the 
1,994  Sunday  school  teachers  who  gave  information  on  this 
subject  began  teaching  before  they  were  18  years  old;  half 
of  them  began  between  the  ages  of  25  and  45 ;  almost  as 
many  began  after  50  years  as  before  25  years  of  age. 


15  20  25  30  35  40  45  50  55  60  65  70  OVER 

Years  or  Age 

wm  Rural  W77X  Urban 


Chart  LIII  —  Ages  of  2,072  Rural  and  Urban  Sunday  School 

Teachers. 

Table  CXII  shows  the  comparative  ages  at  which  Sunday 
school  teachers  and  public  school  teachers  began  to  teach.  It 
will  be  noted  that  the  public  school  recruits  61.3  per  cent,  of 
its  teachers  during  the  eighteenth,  nineteenth  and  twentieth 
years,  while  the  Sunday  school  secures  but  25  per  cent,  during 
these  years.  It  is  also  significent  that  the  Sunday  school  secures 
36.1  per  cent,  of  its  teachers  after  the  twenty-fourth  year,  while 
the  public  school  secures  only  5.5  per  cent  of  its  teachers  after 
that  age. 

In  general  the  maturity  of  teachers  increases  with  (a)  the 
maturity  of  the  pupils  and  (b)  the  age-range  in  the  group 
taught.  In  other  words,  the  rule  is  to  have  young  teachers  for 
[368] 


GENERAL  QUALIFICATIONS  OF  TEACHERS 


young  pupils ;  older  teachers  for  older  pupils,  and  older  teachers 
for  classes  in  which  the  age-range  presents  more  complicated 
problems  of  instruction  and  discipline.  (See  Table  CIX.) 

A  study  of  Table  CX  and  Chart  LIV  will  show  the 

TABLE  CX  — AGE  OF  BEGINNING  TEACHING  OF  1,994  SUN¬ 
DAY  SCHOOL  TEACHERS  AND  16,216  INDIANA 
PUBLIC  SCHOOL  TEACHERS 

Sunday  School  Teachers  Public  School  Teachers 

BOTH  BOTH 


SEXES 

MALES 

FEMALES 

SEXES 

MALES 

FEMALES 

L994 

550 

1,444 

l6,2l6 

4,344 

11,872 

Beginning 

Age 

Per 

Per 

Per 

Per 

Per 

Per 

No. 

Cent. 

No.  Cent. 

No. 

Cent. 

Cent. 

Cent. 

Cent. 

Less  than  18 

yrs . 

550 

27.6 

75  13-7 

475 

32.8 

11.3 

1 1.9 

10.7 

i8yrs . 

219 

11.0 

47  8.6 

172 

1 1.9 

22.6 

19.2 

26.9 

19  “  . 

102 

5-1 

29  5-3 

73 

5-1 

21.0 

18.6 

23.3 

20  “  . 

178 

8.9 

55  1 0.0 

123 

8-5 

17.7 

17-5 

17.9 

21  “  . 

69 

3-5 

23  4-2 

46 

3-2 

9.8 

IO.I 

95 

22  “  . 

65 

3-3 

23  4-2 

42 

2.9 

5-7 

5-9 

5-5 

23  “  . 

45 

2.3 

18  3-3 

27 

1.9 

3-4 

3-6 

3-1 

24  “  . 

46 

2.3 

18  3-3 

28 

1-9 

3-0 

3-6 

2.4 

25  yrs.  and 

above  . 

720 

36.1 

262  47.4 

458 

31.8 

5-5 

9-4 

1.6 

Under  18  19  20  21  22  23  24  25  & 

18  over 


Years  of  Age 

■■I  Sunday  School  Teachers  E2Z2Public  School  Teachers 

Chart  LIV  —  Age  of  Beginning  Teaching  of  1,994  Indiana  Sunday 
School  Teachers  and  16,216  Indiana  Public  School  Teachers. 

[369] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


importance  of  recruiting  the  teaching  service  of  the  Sunday 
school  during  the  period  from  1 8  to  24  years.  Table  CXI  and 
Chart  LV  show  the  distribution  of  1,961  Indiana  Sunday 
school  teachers  with  respect  to  the  age  at  which  they  began 
to  teach. 


Years  of  Age 

Chart  LV  — 1,961  Indiana  Sunday  School  Teachers  Distributed  with 
Respect  to  Age  of  Beginning  Teaching  in  a  Sunday  School. 


TABLE  CXI  — SEX  AND  AGE  AT  WHICH  THE  PRESENT 
TEACHERS  BEGAN  TEACHING  IN  A  SUNDAY 
SCHOOL,  BASED  ON  DATA  FROM  1,961  INDIANA 
SUNDAY  SCHOOL  TEACHERS 

Age  at  Which 

Persons  Began  Totals  Males  Females 


Teaching  in  a 
Sunday  School 

Number 

Per¬ 

centage 

Number 

Per¬ 
centage  Number 

Per¬ 

centage 

Totals. . . . 

1,961 

100.0 

54i 

27.6 

1,420 

72.4 

10-14 . . . 

102 

5-2 

7 

1-3 

95 

6.7 

15-19 . 

748 

38.1 

143 

26.5 

605 

42.6 

20-24 . 

397 

20.2 

133 

24.6 

264 

18.6 

25-29 . 

241 

12.3 

81 

15.0 

160 

n.3 

30-34 . 

215 

10.9 

72 

133 

143 

IO.I 

35-39 . 

114 

5-8 

42 

7.8 

72 

5-i 

40-44 . 

67 

34 

30 

5-6 

37 

2.6 

45-49 . 

39 

2.0 

11 

2.0 

28 

2.0 

50-54 . 

24 

1.2 

12 

2.2 

12 

•9 

55-59 . 

9 

•5 

5 

•9 

4 

3 

60-64 . 

3 

.2 

3 

.6 

0 

.0 

65-69 . 

1 

.1 

1 

.2 

0 

.0 

70-74 . 

1 

.1 

1 

.2 

0 

.0 

[370] 


GENERAL  QUALIFICATIONS  OF  TEACHERS 


VII .  Church  Relationships 

AGE  OF  JOINING  THE  CHURCH 

All  but  47  of  the  2,072  Indiana  teachers  returning  question- 
schedules  are  church  members.  Each  teacher  was  asked  to 
state  the  age  at  which  he  or  she  joined  the  Church.  In  reply, 
1,693  gave  the  answers  from  which  the  following  age-groups 
have  been  compiled : 


Ages  of  Joining 

Total  Number 
Joining  at 

Number  of 

Number  of 

the  Church 

Given  Age 

Males 

Females 

O—  4 . 

0 

2 

5-9 . 

18 

9i 

10-14 . 

743 

138 

605 

15-19 . 

505 

163 

342 

20-24 . 

78 

84 

25-29 . 

77 

34 

43 

30-34 . 

44 

23 

21 

35-39 . 

11 

9 

40-44 . 

16 

11 

5 

45-49 . 

7 

5 

2 

50-54 . 

5 

3 

2 

55-59 . 

0 

0 

60-64 . 

3 

2 

1 

The  median  age  for  both  sexes  is  14.9  years;  for  males, 
17.2  years;  for  females,  14.4  years.  One-fourth  of  both  sexes 
joined  the  Church  under  12.6  years  of  age,  and  one-fourth 
joined  after  the  age  of  17.6  years.  The  mode  or  predominant 
group  is  12,  13  and  14  years.  The  females  joined  the  Church 
at  a  slightly  younger  age  than  the  males.  One- fourth  of  the 
females  joined  before  they  were  12.4  years  old;  one-fourth 
joined  after  they  were  17,  and  one-half  joined  before  they 
were  14.4  years  old.  The  median  age  for  the  males  was  17.2 
years.  One-fourth  of  the  males  joined  before  they  were  13.3 
and  one-fourth  joined  after  they  were  22.3. 

To  this  group  of  Sunday  school  teachers  was  added  the 
data  from  the  county  and  township  young  people’s  and  chil¬ 
dren’s  division  superintendents  and  the  general  and  departmen¬ 
tal  superintendents  in  local  churches,  making  a  total  of  2,302 
Indiana  Sunday  school  teachers  and  officials.  From  this  list 

[371] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


the  following  Table  CXII  has  been  prepared.  Chart  LVI 
shows  the  distribution  graphically. 


TABLE  CXII  — AGE  OF  UNITING  WITH  THE  CHURCH,  BASED 
ON  DATA  FROM  2,302  INDIANA  SUNDAY  SCHOOL 
TEACHERS  AND  OFFICERS 


Age  of  Uniting  with  the 


Church  Number 

Total  Reporting.  . . .  2,302 
Less  than  1  year  (Birth¬ 
right  Quakers) .  9 

2.0-  2.99  years  .  1 

3-0-  3-99  “  o 

4.0-  4.99  “  3 

5.0-  5-99  “  3 

6.0-  6.99  “  n 

7.0-  7.99  “  16 

8.0-  8.99  “  46 

9.0-  9.99  “  57 

10.0-10.99  “  .  1 19 

11.0-n.99  “  106 

12.0-12.99  “  283 

I3-0-I3-99  “  172 

14.0-14.99  “  291 

15.0-15.99  “  181 

16.0-16.99  “  198 

17.0-17.99  “  103 

18.0-18.99  “  139 

19.0-19.99  “  64 

20.0-20.99  “  89 

2 1. 0-21. 99  “  45 

22.0-22.99  “  40 

23.0-23.99  “  34 

24.0-24.99  “  35 

25.0-25.99  “  42 

26.0-26.99  “  18 

27.0-27.99  “  14 

28.0-28.99  “  24 

29.0-29.99  “  15 

30.0-30.99  “  29 

3 1. 0-3 1. 99  “  8 

32.0-32.99  “  13 

33-0-33-99  “  13 

34.0-34.99  “  12 


Age  of  Uniting  with  the 


Church  Number 

35  0-35.99  years .  7 

36.0-36.99  “  7 

37.o-37.99  “  5 

38.0-38.99  “  5 

39.o-39.99  “  4 

40.0-40.99  “  11 

4 1. 0-4 1. 99  “  5 

42.0-42.99  “  . 

43.o-43.99  “  2 

44.0-44.99  “  3 

45.0-45.99  “  3 

46.0-46.99  “  1 

47.0-47.99  “  3 

48.0-48.99  “  4 

49.o-49.99  “  . 

50.0-50.99  “  4 

51.0-51.99  “  . 

52.0-52.99  “  . 

53.o-53.99  “  1 

54.a-54.99  “  1 


55-0-55-99  . 

56.0-56.99  “  . 

57-0-57-99  “  . 

58.0-58.99  “  . 

59.o-59.99  “  . 

60.0-60.99  “  1 

6 1. 0-6 1. 99  “  . 

62.0-62.99  “  . 

63.0-63.99  “  1 

64.0-64.99  “  1 


For  purposes  of  comparison,  a  chart  has  been  prepared 
(Chart  LVII)  showing  the  curve  of  the  age  of  joining  the 
Church  of  2,302  Indiana  Sunday  school  teachers  and  officers, 
with  a  curve  representing  the  age  of  religious  awakening  of  272 
[372] 


GENERAL  QUALIFICATIONS  OF  TEACHERS 


300 

250 

rt 

z 

(ft 

fJtL 

200- 

u 

Q* 

O 

15a 

s 

0 

100- 

50- 

Chart  LVI 


10  15  20  25  30  35  40  45  50  55 

Age  at  which  person  united  with  church 

Ages  at  Which  2,302  Indiana  Sunday  School  Teachers 
and  Officials  United  with  the  Church. 


members  of  the  Rock  River  Conference.  This  latter  curve  was 
prepared  by  Professor  George  Albert  Coe  and  published  on 
page  44  of  The  Spiritual  Life,  1900.  Two  decades  elapsed 
between  the  gathering  of  the  Rock  River  Conference  data  and 
the  Indiana  data.  The  lack  of  more  definite  correlation  be¬ 
tween  the  ages  of  religious  awakening  of  members  of  the 
Rock  River  (Illinois)  Conference  and  the  ages  of  joining  the 


Years  of  Age 


Chart  LVII  —  Comparison  of  Ages  of  Joining  Church  of  2,303  Indiana 
Sunday  School  Teachers  and  Officers  with  the  Periods  of 
Religious  Awakening  of  272  Members  of  the  Rock 
River,  Illinois,  Conference. 


[373] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CXIII  — AGE  OF  JOINING  CHURCH  OF  6,194  PERSONS 
IN  FIVE  PROTESTANT  DENOMINATIONS  FROM 
FORTY-THREE  STATES 


A  ge  of  Join- 

Per 

Per 

Per 

ing  Church 

Total  No. 

Cent. 

Males 

Cent. 

Females 

Cent. 

Totals. . . 

.6,194  100. 

2,742 

44.2 

3,452  55.8 

5.00-  5-99 . 

14 

.226 

5 

.182 

9 

.26 

6.00-  6.99 . 

27 

.436 

10 

.365 

1 7 

•49 

7.00-  7.99 . 

7i 

1. 145 

26 

•949 

45 

1.31 

8.00-  8.99 . 

159 

2.570 

74 

2.70 

85 

2.47 

9.00-  9.99 . 

339 

5-48 

132 

4.82 

207 

6.093 

10.00-10.99 . 

458 

7.40 

200 

7.30 

258 

748 

1 1. 00-11.99 . 

536 

8.66 

248 

8.935 

288 

8-533 

12.00-12.99 . 

.  585 

9-454 

276 

10.09 

309 

8-957 

13.00-13.99 . 

597 

9.647 

281 

10.02 

316 

9.16 

14.00-14.99 . 

500 

8.08 

231 

8.43 

269 

7.802 

15.00-15.99 . 

389 

6.287 

142 

5.18 

247 

7.16 

16.00-16.99 . 

312 

5.043 

132 

4.82 

180 

5-22 

17.00-17.99 . 

227 

3.667 

107 

3.905 

120 

348 

18.00-18.99 . 

160 

2.585 

5i 

1.86 

109 

316 

19.00-19.99 . 

ii5 

1.858 

43 

1-57 

72 

2.087 

20.00-20.99 . 

113 

1.827 

37 

1-354 

76 

2.20 

21.00-21.99 . 

no 

1.778 

42 

1-53 

68 

1.97 

22.00-22.99 . 

122 

1.972 

52 

1.90 

70 

2.03 

23.00-23.99 . 

69 

1.115 

36 

I.3I7 

33 

.956 

24.00-24.99 . 

68 

1. 10 

32 

1.17 

36 

1.044 

25.00-29.99 . 

302 

4.875 

126 

4-595 

176 

5.098 

30.00-34.99 . 

232 

3.788 

95 

3-099 

137 

3.678 

35-00-39.99 . 

212 

3.099 

104 

3.782 

108 

3.128 

40.00-44.99 . 

159 

2.565 

75 

2.735 

84 

2.I46 

45.00-49.99 . 

96 

1.58 

47 

1.714 

49 

I.42 

50.00-54.99 . 

76 

1.24 

34 

1.23 

42 

1. 21 

55.00-59.99 . 

70 

1.146 

30 

1.094 

40 

1.158 

60.00-64.99 . 

38 

.613 

14 

.51 

24 

.694 

65.00-69.99 . 

13 

.209 

8 

.291 

5 

.144 

70.00-74.99 . 

12 

•195 

7 

.219 

5 

.144 

75.00-79.99 . 

6 

.096 

5 

.182 

1 

.028 

80.00-84.99 . 

3 

.048 

3 

.109 

0 

.00 

85.00-89.99. ... . 

3 

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1 

.036 

2 

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90.00-94.99 .  1 

Statistical  Measures: 

.016 

0 

.0 

1 

.028 

Median .  14  yrs.,  7  mo.,  14  days 

Modal  points,  between .  10-14  yrs. 


Qi  .  11  yrs.,  10  mo.,  22  days 

Qa  .  21  yrs.,  4  mo.,  21  days 

[374] 


GENERAL  QUALIFICATIONS  OF  TEACHERS 


church  of  the  Indiana  Sunday  school  workers,  together  with 
the  wide  application  of  the  Rock  River  Conference  curve  to 
curricula  building  by  the  leading  Protestant  denominations 
suggested  the  advisability  of  a  new  study  of  the  ages  at  which 
people  are  now  joining  the  Church,  following  methods  that 
would  guarantee  more  exact  data  than  had  been  secured  in 
previous  surveys.  Accordingly,  question-blanks  were  sent  to 
300  churches  in  each  of  five  religious  denominations,  namely, 
Methodist  Episcopal,  Baptist,  Presbyterian,  Disciples  and  Con¬ 
gregational.  Each  church  was  asked  to  return  the  list  of  names 
of  all  persons  who  had  joined  the  church  during  the  twelve 
months  from  December  1,  1920,  to  and  including  November 
30,  1921,  together  with  the  exact  date  of  birth,  verified  by 
birth  certificate;  the  record  of  the  name  in  the  family  Bible, 
etc. ;  and  the  exact  date  of  joining  the  Church,  verified  by  the 
church  records.  By  this  method  6,194  names  were  secured 
with  verified  dates  of  birth  and  accession  to  the  Church.  These 
names  were  from  43  States  in  the  Union.  The  denominational 
distribution  is  as  follows  : 


No.  Additions 

Reported 

No.  Churches 
Reporting 

Total 

Males 

Females 

Methodist  Episcopal . 

2,234 

1,006 

1,228 

Congregational . 

.  81 

i,490 

641 

849 

Presbyterian . . 

.  66 

1,186 

52i 

662 

Baptist . . 

.  47 

742 

344 

398 

Disciples . 

545 

230 

315 

With  respect  to  these  6,194  persons,  44.2  per  cent  of  whom 
are  male  and  55.8  per  cent,  are  female,  the  age  of  joining  the 
Church  varies  from  5  years  to  94  years  and  three  months.  The 
median  or  middle  point  in  the  entire  range  of  ages  falls  at 
14  years,  7  months  and  14  days.  The  mode  for  the  entire 
range  falls  in  the  thirteenth  year.  That  denominational  prac¬ 
tices  do  not  vary  materially,  especially  regarding  adult  evange¬ 
lism,  would  seem  to  be  indicated  by  the  fact  that  the  median 
for  each  of  the  religious  bodies  that  was  studied  falls  at  ap¬ 
proximately  the  same  point.  The  following  table  will  show 
the  denominational  variation  in  median,  and  mode : 


[375] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Median  Age  Church  Mode  Church 

Accession  Accession 

Methodist  Episcopal .  nyrs.,  9  mo.,  4  days  Between  9andi4yrs. 

Congregational  .  *5  yrs.,  10  mo.,  14  days  “  12  “  15  “ 

Presbyterian  .  I4yrs.,  8  mo.,  18  days  “  12  “  14  “ 

Baptist  .  14  yrs.,  1  mo.,  28  days  “  10  “  13  “ 

Disciples  .  14  yrs.,  0  mo.,  6  days  “  9  “  13  “ 


It  will  be  noted  from  Table  CXIII  that  one-fourth  of  the 
persons  joining  the  Church  were  under  the  age  of  1 1  years,  10 
months,  and  22  days.  One-fourth  joined  the  Church  after 


<n 

z 

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OS 

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Years  of  Age 


tA 

'Z 

o 
</» 
a e 

UJ 

CL 


O 

2 

CL 


Males  — —  Females  ----- 

Chart  LVIII  —  Ages  of  Joining  Church  of  6,194  Persons  from  Five 

Protestant  Denominations  in  1922. 


they  were  21  years,  4  months,  and  21  days  old.  One  half, 
°r  50  per  cent,  of  the  church  accessions  were  people  between 
the  ages  of  11  years,  10  months,  22  days,  and  21  years,  4 
months,  and  21  days, — an  age-range  of  9  years  and  6  months. 

The  fact  that  75  per  cent  of  the  church  members  are  re¬ 
ceived  before  the  age  of  21  years,  4  months,  and  21  days,  jus¬ 
tifies  the  startling  statement  that  the  chances  are  three  to  one 
that  the  person  who  has  not  joined  church  by  the  time  he  or 
she  reaches  the  legal  age  of  21  years  never  will  join  a  church. 

The  curve  made  from  the  Indiana  data  (see  Chart  LVII.) 
and  the  curve  made  from  the  data  obtained  from  forty-three 
[376] 


GENERAL  QUALIFICATIONS  OF  TEACHERS 


states  (see  Table  CXIII.  and  Chart  LXIII.)  are  almost 
identical. 

In  the  curve  of  the  age  of  joining  the  Church  the  significant 
dip  at  14  years  of  age  has  suggested  a  composite  graph  showing 
this  curve,  the  curve  of  Sunday  school  attendance  and  the 
curve  of  public  school  attendance.  (See  Chart  LIX.)  In  all 
of  these  curves  there  is  a  significant  drop  at  some  point  between 
12  and  14  and  a  practical  disappearance  of  the  interest  by  20 


Chart  LIX  —  Composite  Graph  Showing  Indiana  Sunday  School 
Enrollment,  Public  School  Enrollment  for  United  States 
and  Age  of  Joining  Church  of  6,194  Persons. 

or  25  years  of  age.  The  so-called  “teen  age”  problems  have 
given  rise  to  many  proposed  remedies.  The  public  school  has 
at  last  proposed  the  junior  and  senior  high  schools  with  thor¬ 
oughly  reconstructed  programs  and  curricula.  The  Sunday 
school  has  projected  the  organized  class,  departmental  organi¬ 
zation  and  graded  curricula.  Non-church  agencies  have  built 
independent  organizations  of  many  kinds,  some  within  the 
peak  of  interest  and  some  on  the  line  of  decline  and  even  in  the 
“dip”  of  the  curve;  but  little  success  has  attended  these  efforts. 
The  “dip”  in  these  curves  is  still  an  unsolved  problem. 

[377] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


As  to  church  membership,  the  Catholic  Church,  through 
ritual  and  doctrine,  “sets”  the  minds  of  children  from  5  to  12 
years  of  age  so  that  the  rising  tide  of  emotional  interest  from 
12  to  14  or  15  years  guarantees  the  allegiance  of  the  individual 
to  the  institution  and  his  conformity  to  its  demands  in 
spite  of  all  the  facts  and  arguments  of  later  events.  May  it 
not  prove  to  be  true  that  the  “dip’’  cannot  be  prevented  by 
working  at  the  point  of  the  “dip”  alone?  If  church  loyalties 
are  planted  at  the  “peak”  of  religious  interest,  can  they  be 
made  permanent,  habitual  life  interests  before  the  wave  re¬ 
cedes  ?  May  it  not  be  that  the  Protestant  churches  must  make 
more  use  of  the  years  of  childhood  as  the  period  for  estab¬ 
lishing  church  loyalties,  and  fully  capitalize  this  loyalty  during 
the  years  of  heightened  emotional  interest,  making  sure  that 
a  wisely-selected  curriculum  with  skillful  methods  prevent 
early  loyalties  from  producing  narrow,  non-creative  devotees 
of  the  established  order?  The  curriculum  of  the  future 
should  contribute  towards  the  solution  of  the  problem  of 
church  membership.  It  is  hoped  that  the  data  herein  presented 
may  prove  helpful  to  those  who  are  charged  with  the  forma¬ 
tion  of  constructive  programs  for  this  critical  period  of  child¬ 
hood  and  youth. 

INFLUENCES  LEADING  TO  CHURCH  MEMBERSHIP 

The  teachers  of  Indiana  were  asked  to  list  in  the  order  of 
their  importance  the  influences  which  had  led  them  to  join 
the  Church.  An  analysis  of  Table  CXIV  will  show  that 
86.5  per  cent,  of  the  teachers  replying  to  this  request  place 
home  training  as  the  most  important  influence  leading  to  their 
uniting  with  the  Church.  The  second  influence  in  importance 
was  the  revival;  the  third  influence  was  the  church  school; 
the  fourth  influence  was  the  church  service;  the  fifth  was  the 
influence  of  companions;  and  the  sixth,  the  young  people's 
meetings.  The  overwhelming  testimony  to  the  primacy  of  the 
home  as  a  source  of  religious  training  and  church  loyalty,  the 
place  of  the  regular  church  service  in  the  religious  life  of  the 
child,  even  though  this  service  has  not  been  adapted  to  the 

[378] 


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[379] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


special  needs  of  children  and  youth;  the  fact  that  the  revival 
outranks  the  church  school  as  a  source  of  religious  recruits; 
and  the  relatively  minor  influence  of  young  people’s  societies 
as  evangelistic  agencies,  are  important  revelations  of  this  in¬ 
vestigation.  It  should  be  kept  in  mind  that  this  is  a  record  of 
the  influences  which  those  of  the  present  teaching  body  be¬ 
lieve  were  most  effective  in  leading  them  to  join  the  Church. 
The  median  age  of  the  persons  making  these  judgments  is  37 
years.  The  median  age  of  joining  the  Church  was  14.9  years. 
The  record  reveals  conditions  as  they  existed  twenty-five  years 
ago.  To  what  extent  are  these  influences  operating  today? 
To  what  extent  do  they  influence  the  attitude  of  the  present 
teachers  in  the  church  school  towards  new  methods  of 
evangelism  ? 


CHURCH  ACTIVITIES 

The  Sunday  school  teachers  are  called  upon  to  perform 
many  other  duties  besides  those  pertaining  to  the  educational 
work  of  the  church.  Replies  from  1,974  teachers  show  that 
the  typical  Sunday  school  teacher  regularly  supports  two 
church  activities  in  addition  to  the  church  school.  Ninety- 
six  per  cent,  attend  church  services  regularly;  49.3  per  cent, 
are  regular  attendants  at  prayer  meeting;  27.8  per  cent,  are 
responsible  for  the  young  people’s  meetings;  21.6  per  cent, 
sing  in  the  church  choir  and  attend  choir  practice;  and  52.6 
per  cent,  attend  missionary,  social  and  other  meetings  held 
under  church  auspices.  It  seems  clear  that  the  efficiency  of 
the  teacher’s  service  will  be  impaired  by  the  multiplicity  of 
demands  which  are  made  upon  both  time  and  energy.  (See 
Chapter  VII.) 

FAITHFULNESS  TO  CHURCH  SCHOOL 

That  Sunday  school  teachers  faithfully  attend  the  services 
of  the  school  is  shown  by  the  report  of  1,478  teachers  as  to 
the  number  of  Sundays  each  was  absent  during  a  period  of 
one  year.  The  median  number  of  absences  for  both  males 
and  females  was  four  Sundays.  One-fourth  of  both  sexes 
[380] 


GENERAL  QUALIFICATIONS  OF  TEACHERS 


were  absent  fewer  than  two  Sundays  during  the  year;  and 
one-fourth  were  absent  more  than  six  Sundays. 

The  record  of  punctuality  is  even  better  than  that  of 
attendance.  Six  hundred  seventy  out  of  1,150  teachers  re¬ 
porting  were  not  tardy  a  single  time  during  the  year.  One- 
fourth  were  tardy  more  than  twice  during  the  year. 

These  statements  indicate  a  very  high  degree  of  punc¬ 
tuality  and  attendance  on  the  part  of  the  Indiana  Sunday 
school  teachers. 


MOTIVES  FOR  TEACHING 

Church  loyalty,  love  of  children,  the  joy  of  teaching,  and 
service  to  society  through  the  moral  and  religious  training  of 
children — these  are  the  four  high  motives  which  have  re¬ 
cruited  the  teaching  service  of  the  churches  of  Indiana.  The 
accompanying  table,  CXV,  shows  that  78.2  per  cent,  of  the 
1,969  teachers  reporting  on  this  subject  entered  the  service 
because  of  a  desire  to  serve  the  church  in  this  manner;  63.8 
per  cent,  began  teaching  because  of  their  love  for  children; 
and  53.9  per  cent,  because  of  a  kindred  emotion — the  joy  of 
teaching  children.  The  social  interest  is  expressed  in  the  fact 
that  41. 1  per  cent,  were  influenced  by  a  desire  to  serve  society 
through  the  teaching  of  morality  and  religion  to  the  rising 
generation.  The  motives  listed  in  the  table  are  not  mutually 
exclusive.  Under  the  heading  of  “other  motives,”  there  were 
listed  such  interesting  statements  as :  “The  salvation  of  their 
soles”  (sic)  ;  “as  an  infidel  to  refute  God  and  the  Bible”;  “to 
make  up  for  negligence  in  other  ways”;  “rather  teach  than 
listen  to  someone  else”  ;  “desire  to  destroy  denominationalism”  ; 
the  loss  of  a  child.”  Running  through  the  145  special  influ¬ 
ences,  there  were  the  same  three  or  four  great  fundamental 
motives — (1)  desire  to  serve  the  church;  (2)  desire  to  serve 
the  child;  (3)  desire  to  serve  the  higher  ideals  of  society;  and 
(4)  the  desire  to  secure  the  largest  and  most  satisfactory  self- 
expression. 

The  types  of  pressure  mentioned  in  the  table  by  176 
teachers  included  such  statements  as:  “Pressure  from  the  com- 

[381] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


munity”;  “Everybody  expects  the  minister’s  wife  to  do  any¬ 
thing”;  “Pastor  urged”;  “Teacher  insisted”;  “Persistent  pres¬ 
sure  of  pupils” ;  and  also  a  group  of  reasons  that  reveal  a 
deep  religious  motive  behind  the  teaching  service.  Among 
these  reasons  were  the  following  typical  statements  of  them : 
“Led  by  divine  power”;  “Call  of  God”;  “Convicted  of  the 
spirit”;  “Greatly  impressed  by  God  that  I  must  teach”;  “Con¬ 
science  impelled” ;  “An  impelling  ‘must/  ”  etc. 

This  study  shows  that  the  rank  and  file  of  the  Sunday 

TABLE  CXV  — THE  MOTIVES  WHICH  PROMPTED  1,969 
INDIANA  SUNDAY  SCHOOL  TEACHERS  TO  TAKE 
UP  TEACHING  IN  SUNDAY  SCHOOL 

Influenced  by  Method  Indicated 

BOTH  SEXES  MALES  FEMALES 


Motives  for  Teaching 
in  Sunday  School 

No. 

Per 

Cent. 

No. 

Per 

Cent. 

No. 

Per 

Cent. 

Total  Reporting. . . . 

1,969 

100. 

523 

100. 

1,446 

100. 

(a) 

Desire  to  render  service  to 
the  church  in  this  manner 

L540 

78.2 

407 

77-8 

i,i33 

78.4 

(b) 

Love  for  children . 

1,256 

63.8 

214 

40.9 

1,042 

72.1 

(c) 

The  enjoyment  coming 
from  teaching  . 

1,062 

53-9 

251 

48.0 

811 

56.1 

(d) 

Gives  a  better  social  stand¬ 
ing  in  the  community . 

337 

17.1 

76 

14-5 

261 

18.0 

(e) 

No  one  else  available . 

547 

27.8 

147 

28.1 

400 

277 

(f) 

Took  the  class  to  please 
the  Superintendent  . 

386 

19.6 

81 

15-5 

305 

21. 1 

(g) 

Could  offer  no  valid  ex¬ 
cuse  for  not  taking  the 
class  . 

508 

25.8 

134 

25.6 

374 

257 

(h)  Interest  in  the  moral  and 
religious  education  of  chil¬ 
dren  . 

810 

41. 1 

206 

394 

604 

41.8 

(i) 

Was  pressure  of  any  sort 
brought  to  bear  upon  you 
to  take  up  this  work?  Yes. 

176 

8.9 

29 

5.5 

147 

10.2 

(j) 

Other  motives  . 

145 

74 

25 

4.8 

120 

8.3 

(Table  based  on  data  from  1,969  of  the  2,072  teachers  surveyed;  523 
out  of  560  males,  and  1,446  out  of  1,509  females.) 


school  teachers  of  Indiana  have  been  recruited  by  worthy 
motives  and  suggests  that  those  who  would  build  the  teaching 
body  for  the  church  of  the  future  should  appeal  to  church 
loyalty,  love  of  children,  love  of  society  and  the  desire  for 
growth  through  the  highest  self-expression. 

[382] 


GENERAL  QUALIFICATIONS  OF  TEACHERS 


VIII.  Summary 

The  typical  Indiana  Sunday  school  teacher  is  a  married 
woman,  thirty-seven  years  of  age,  with  two  children.  She  has 
an  annual  income  of  $1,474.40.  The  Indiana  Sunday  school 
teachers  were  reared  in  rural  homes  in  which  the  father’s 
annual  income  was  only  $1,084. 

Sunday  school  teachers  are  recruited  from  children  and 
adults.  Public  school  teachers  are  recruited  from  middle  and 
later  adolescents.  The  church  school  neglects  the  young  men 
and  women  at  the  very  time  that  they  are  making  their  voca¬ 
tional  choices. 

The  Sunday  schools  of  Indiana  are  taught  by  church  mem¬ 
bers.  The  median  age  of  joining  the  Church  was  14.9  years. 
The  predominant  groups,  however,  joined  the  Church  at  12, 
13,  and  14  years.  The  influences  which  these  teachers  be¬ 
lieve  were  most  effective  in  leading  them  to  join  the  Church 
were,  in  the  order  of  their  importance,  those  of:  (1)  the 
home;  (2)  the  revival;  (3)  the  church  school;  (4)  the  church 
service;  (5)  companions;  (6)  young  people’s  meetings. 

Besides  teaching  in  the  Sunday  school,  each  teacher  carries 
two  other  church  responsibilities.  The  percentage  of  attend¬ 
ance  and  punctuality  at  the  church  school  sessions  is  very 
high. 

The  motives  that  led  the  Indiana  Sunday  school  teachers 
to  accept  service  in  the  church  school  are  fundamental  and 
worthy  of  highest  praise. 

Finally,  the  Indiana  Sunday  school  teachers  are  the  mature 
men  and  women  of  the  church,  who  assume,  in  addition  to 
the  duties  of  home  and  business,  the  responsibility  for  three 
types  of  service  to  the  local  church  because  of  profound  con¬ 
victions  that  the  work  is  of  supreme  importance  and  worthy  of 
sacrificial  service. 


[383] 


Chapter  XIII 


EDUCATION,  PROFESSIONAL  PREPARATION 
FOR  TEACHING  AND  TEACHING 
EXPERIENCE 

/.  General  Education 

AMOUNT  OF  SCHOOLING 

The  Sunday  school  teachers  of  Indiana  represent  all  grades 
of  educational  progress  and  many  and  varied  types  of  educa¬ 
tional  institutions.  In  determining  the  amount  of  schooling 
the  Indiana  Sunday  school  teachers  had  received,  it  was  neces¬ 
sary  to  take  into  account  the  present  academic  standing  of  the 
different  institutions  of  learning  and  also  the  differences  in 
quantity  and  quality  of  all  schools  due  to  the  lapse  of  years 
since  many  of  the  present  teachers  were  students.  By  care¬ 
fully  weighing  all  the  school  credits  which  the  teachers  re¬ 
porting  on  their  educational  advantages  were  able  to  supply, 
it  was  possible  to  prepare  Table  CXVI,  showing  the  distribu¬ 
tion  of  the  1,867  teachers  on  the  basis  of  their  years  of  school¬ 
ing.  This  table  is  graphically  illustrated  in  Chart  LX. 

It  will  be  noted  from  a  study  of  this  table  that  the  mode, 
or  most  numerous  group,  comprises  those  who  have  had  from 
12  to  12.9  years  of  schooling.  One-fourth  of  the  teachers 
have  had  less  than  8.8  years  of  schooling;  one-fourth  have  had 
more  than  13.5  years;  and  the  median  period  of  schooling  is 
11.02  years.  A  curve  of  the  years  of  schooling  of  these 
teachers  would  show  three  peaks,  one  at  8.00  to  8.90;  one 
from  12.00  to  12.90  and  one  from  16.00  to  16.90  years. 
(See  Chart  LX.) 

A  correlation  table  has  been  prepared  showing  the  rela¬ 
tion  of  the  age  of  the  teacher  to  the  amount  of  schooling.  A 

[384] 


EDUCATION,  TRAINING  AND  EXPERIENCE 


20% 

15% 

10% 

5% 

0 


Chart  LX — 1,867  Indiana  Sunday  School  Teachers  Distributed  with 
Reference  to  Sex  of  Teachers  and  Years  of  General  Education. 


TABLE  CXVI  — SEX  AND  YEARS  OF  GENERAL  EDUCATION 
OF  1,867  INDIANA  SUNDAY  SCHOOL  TEACHERS 

Rural  and  Urban  Communities 

BOTH  SEXES  MALES  FEMALES 


Years  of  General 
Education 

Number 

Per¬ 

centage 

Number 

Per¬ 
centage  Number 

Per¬ 

centage 

Total  number  re¬ 
porting  educa¬ 
tion . 

1,867 

100. 

492 

26.4 

i,375 

73-7 

0.0-0.9 . 

0 

.0 

0 

.0 

0 

.0 

1. 0-1.9 . 

4 

0.2 

2 

0.4 

2 

O.I 

2.0-2.9 . 

4 

0.2 

2 

0.4 

2 

O.I 

30-3.9 . 

4 

0.2 

3 

0.6 

1 

O.I 

40-4.9 . 

5 

0.3 

4 

0.8 

1 

O.I 

50-5.9 . 

20 

1. 1 

4 

0.8 

16 

1.2 

6.0-6.9 . 

4i 

2.2 

16 

3-3 

25 

1.8 

70-7.9 . 

72 

39 

18 

3-7 

54 

3.9 

8.0-8.9 . 

384 

20.6 

86 

17-5 

298 

21 .7 

90-9.9 . 

195 

10.4 

60 

12.2 

135 

9.8 

10.0-10.9 . 

192 

10.3 

46 

9-3 

146 

10.6 

11.0-11.9 . 

160 

8.6 

42 

8-5 

118 

8.6 

12.0-12.9 . 

431 

23.1 

61 

12.4 

370 

26.9 

13.0-13-9 . 

76 

4.1 

14 

2.8 

62 

4-5 

14.0-14.9 . 

62 

33 

21 

43 

4i 

3.o 

15.0-15.9 . 

32 

1-7 

10 

2.0 

22 

1.6 

16.0-16.9 . 

135 

7.2 

58 

11.8 

77 

5-6 

17.0-17.9 . 

14 

0.7 

12 

2.4 

2 

O.I 

18.0-18.9 . 

36 

1.9 

33 

6.7 

3 

0.2 

[385] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


study  of  Table  CXVII  will  show  that  the  older  teachers,  whose 
education  was  received  before  modern  educational  advantages 
were  so  well  developed  in  Indiana,  are  not  the  only  ones  with 
but  a  few  years  of  schooling. 


GROUPING  OF  TEACHERS 

For  the  purposes  of  a  general  rating  of  teachers  on  the 
basis  of  their  general  education,  the  following  six  classes  have 
been  used : 

Sixteen  years  or  more  of  schooling. 

Fourteen  years  and  less  than  sixteen  years  of 


Class  A. 
Class  B. 
schooling. 

Class  C. 
schooling. 

Class  D. 
schooling. 
Class  E. 
Class  F. 


Twelve  years  and  less  than  fourteen  years  of 
Ten  years  and  less  than  twelve  years  of 


Eight  years  and  less  than  ten  years  of  schooling. 
Less  than  eight  years  of  schooling. 

On  the  basis  of  these  classes  the  1,914  teachers  reporting 
on  their  schooling  would  be  grouped  as  follows : 


Rural  Rural  Urban  Urban 
Class  Amount  of  Schooling  Total  Male  Female  Male  Female 


Class  A 
Class  B 

Class  C 

Class  D 

Class  E 

Class  F 


Sixteen  years  or  more  of 
schooling.  (College  graduation 

and  above) . 

Fourteen  years  and  less  than 
sixteen  years  of  schooling. 
(Two  years  of  college  and  less 

than  four  years) . 

Twelve  years  and  less  than 
fourteen  years  of  schooling. 
(High  school  graduate  and 
less  than  two  years  in  col¬ 
lege)  . 

Ten  years  and  less  than 
twelve  years  of  schooling. 
(Two  years  of  high  school 
and  less  than  four  years).... 
Eight  years  and  less  than  ten 
years  of  schooling.  (Elemen¬ 
tary  school  and  less  than  two 

years  of  high  school) . 

Less  than  eight  years  of 
schooling  . 


1,914 

165 

316 

340 

1,093 

193 

16 

12 

92 

73 

105 

9 

9 

25 

62 

514 

21 

73 

53 

367 

356 

32 

4i 

59 

224 

594 

74 

156 

77 

287 

152 

13 

25 

34 

80 

[386] 


EDUCATION,  TRAINING  AND  EXPERIENCE 


The  largest  single  group,  the  mode,  is  Class  E,  with  from 
eight  to  ten  years  of  schooling.  Adding  Class  F  to  Class  E, 
we  will  see  that  746,  or  38.9  per  cent,  of  the  1,914  teachers 
reporting,  have  had  fever  than  ten  years  of  schooling.  If  this 
rate  extends  throughout  the  state,  as  it  undoubtedly  does, 
there  are  each  week  over  200,000  Sunday  school  pupils  en¬ 
rolled  in  classes  taught  by  persons  who  have  had  less  than  half 
of  a  high  school  education. 

GENERAL  AND  RELIGIOUS  READING 

Thirteen  hundred  five  of  the  2,072  teachers  reported  on 
the  number  of  books  read  by  them  during  one  year.  One- 
fourth  of  this  number  read  fewer  than  five  books  during  the 
year  and  one-fourth  read  more  than  twenty.  The  median 
number  was  ten.  In  other  words,  there  were  as  many  teachers 
who  read  fewer  than  ten  books  during  the  year  as  there  were 
who  read  more  than  that  number.  The  women  teachers  read 
more  books  than  the  men.  The  median  number  read  by  men 
is  6;  by  women,  10.  The  lower  quartile  for  men  is  4;  for 
women,  5.  The  upper  quartile  for  men  is  15;  for  women,  25. 
That  is  to  say,  one-fourth  of  the  men  read  fewer  than  four 
books  annually  and  one-fourth  of  the  women  read  fewer  than 
five.  One-fourth  of  the  men  read  more  than  15  and  one- 
fourth  of  the  women  read  more  than  25  books  annually.  Be¬ 
tween  these  two  quarters  there  are  one-half  of  the  teachers. 
The  median  or  middle  point  of  the  whole  series  is  10. 

Fourteen  hundred  seventy-two  teachers  give  the  number 
of  volumes  in  their  private  libraries.  The  median  number  of 
books  in  each  teacher’s  library  is  46.  One-fourth  of  the 
libraries  have  fewer  than  24  books  and  one-fourth  have  more 
than  57  volumes.  As  to  the  use  of  the  public  libraries  of  the 
state,  828  teachers,  out  of  2,072,  report  that  they  make  fre¬ 
quent  use  of  public  libraries,  937  that  they  do  not  use  public 
libraries  frequently,  and  307  ignore  the  question  altogether. 

Regarding  the  number  of  hours  devoted  each  week  to 
religious  reading,  1,456  teachers  report  a  median  of  3.8  hours. 

[387] 


TABLE  CXVII  -  PRESENT  AGE  AND  YEARS  OF  GENERAL  EDUCATION  OF  1,867  INDIANA  SUNDAY 

SCHOOL  TEACHERS 

Years  of  Number  Present  Ages,  in  Years,  of  Sunday  School  Teachers 


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CO  ft  ft  t-t  rf 


CM  vo  rfVO 
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Ov  Ov  Ov  Ov  Ov 
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iiiii 

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Ov  Ov  Ov  Ov  Ov  Ov  Ov  Ov  Ov  Ov  Ov  Ov  Ov  Ov  ^2 

tovd  lx od  Ov  O  H  ci  to  4  vovo  txOO  03 

M  H  H  H  M  ft  I  f|  f|  L_| 

iiiii  iiiii  iiii  £ 

vovd  txoo  dv  o  ft’  cm  co  rf  vovd  tx  od 


[388] 


1  Urban  female  from  Germany. 


EDUCATION,  TRAINING  AND  EXPERIENCE 


One-fourth  read  fewer  than  2.5  hours,  and  one-fourth  read 
more  than  5.8  hours  a  week. 

The  following  lists  of  religious  periodicals  regularly  read 
by  the  Sunday  school  teachers  of  six  religious  denominations 
will  reward  very  careful  study.  (See  Table  CXVIII.) 


TABLE  CXVIII  — LISTS  OF  RELIGIOUS  PERIODICALS  REGU¬ 
LARLY  READ  BY  THE  TEACHERS  IN  256 
INDIANA  SUNDAY  SCHOOLS 


Baptist,  Including 
Colored  Baptist 


Baptist  Advocate  .  1 

American  Baptist  .  2 

National  Baptist  .  2 

Crisis  .  3 

Girls’  Companion  . 

Christian  Work  . 

Church  Work  . 

Christian  Evangel  .  2 

Examiner-Watchman  .  3 

Woman’s  Friend  . 

Mission  Herald  . 

Herald  of  Light . 

Institute  . 

Sunday  School  Journal .  4 

Herald  of  Lights .  1 

New  Era  Movement . 

Baptist  Lookout . 

World  Outlook  . 

Missionary  Review  of  World 

Missionary  Seer  .  1 

Missionary  Serial  .  I 

Young  People’s  Service .  12 

I 

14 
1 


Star  of  Zion 
Sunday  School  Literature1 *.. 
System 


Number 

Number 

Teachers 

Teachers 

Indi- 

Baptist,  Including 

Indi - 

eating 

Colored  Baptist 

eating 

( Continued ) 

Union  Signal  . 

.  . . .  2 

. .  .  10 

New  Century  Teacher... 

..  .  6 

Wonderful  Word  . 

.  . .  .  1 

Biblical  World  . 

. . .  .  1 

92 

Girls’  World  . 

.  . .  .  2 

•  •  •  136 

Baptist  Standard  . 

. ..  •  3 

State  Paper  . 

. . . .  1 

20 

Union  Review  . 

. . . .  1 

. . .  22 

Continent  . 

Boys’  Work  . 

Expositor  . 

Denom.  Paper  Unnamed3... 
Missionary  Magazine  Un¬ 
named  3  . 

American  Issue  . 

Journal  and  Messenger . 

Baptist  Survey  . 

Christian  Alliance  . 

Awakener  . 

Youths’  World  . 

Methodist  Recorder  . 

Western  Christian  Advocate 

Class  Teacher  . 

Western  Recorder  . 

Tidings  . 

Christian  Endeavor  World... 

Hope  . 

Worker  . 

Voice  . 

Word  and  Way . 

Gospel  Trumpet  . 

Keystone  . 


I 

1 

3 

9 

I 

5 

1 

1 

2 
1 

1 

2 
1 

3 
1 
1 
3 
3 

I 

1 

3 

1 


Total  . 447 

(Data  from  279  Baptist  teachers,  including  45  colored  Baptist  teachers.) 


1  Includes  “Sunday  School  Papers,”  “Sunday  School  Helps,”  etc. 

*  Denominational  papers,  church  papers,  etc. 

3  Missionary  papers,  etc. 


[389] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CXVIII— LISTS  OF  RELIGIOUS  PERIODICALS — Continued 


Number 

Teachers 

Indi~ 


Congregational  eating 

Advance  ...... .  2 

American  Missionary  .  4 

Boys’  Companion  .  2 

Christian  Endeavor  World. ..  2 

Congregationalist  .  7 

Girls’  Companion  .  4 

Girls’  World  .  1 

Union  Signal  .  1 

Well  Spring  .  6 

Forward  .  1 

Presbyter  .  I 

World  Herald  .  1 

Forward  .  1 

Missionary  Journal  .  2 

What-To-Do  .  2 

Firelight  .  2 

Church  School  .  1 

Mission  Studies  .  1 

Everyland  .  1 


Total  .  41 


(27  Congregational  teachers  re¬ 
porting.) 

Number 

Teachers 

Indi- 


Disciples  of  Christ  eating 

World  Call  .  93 

Christian  Evangelist  .  28 

Front  Rank  .  22 

Christian  Herald  .  12 

Lookout  .  55 

World  Outlook  .  8 

Christian  Standard  .  34 

Sunday  School  Times .  16 

Christian  Endeavor  World...  15 

World’s  Work  .  3 

Asia  . . .  1 

Christian  Century  .  3 

Girls’  Circle  .  4 

Boys’  Comrade .  1 

National  Enquirer  .  1 

Expositor  .  2 

Girlhood  Days  .  7 

Mission  Herald  .  1 

Illustrator  .  2 

Sunday  School  Literature1..  12 
Christian  Reporter  .  2 


1  Includes  “Church  Papers,”  etc. 

3  Includes  “Missionary  Magazine. ” 

*  Includes  “Sunday  School  Papers,”  etc. 

[390] 


Number 

Teachers 

Disciples  of  Christ  Indi- 

( Continued )  eating 

Statesman  .  1 

Boys’  World  .  1 

Indiana  Worker  .  5 

Denom.  Papers  Unnamed....  5 

Association  Monthly  .  2 

Girls’  Companion  .  1 

Burning  Bush  .  1 

Boy  Life  .  5 

Boyhood  Days  .  1 

Congregationalist  .  I 

Advance  .  1 

Biblical  World  .  . .  1 

Religious  Education  .  1 

King’s  Builders  .  I 

Christian  Vim  .  1 

Westminster  .  1 

Union  Signal  .  2 

What-To-Do  .  1 

Missionary  Magazine  Un¬ 
named  2  .  1 

Our  Hope  .  2 


Total  .  357 

(213  Disciples’  teachers  report¬ 
ing.) 

Number 

Teachers 

Indi- 

Methodist  Episcopal  eating 


Christian 
Advocate 


f  Central 
j  S.  Western 
[Western 

Christian  Herald  . 

Classmate  . 

Epworth  Herald  . 

Heathen  Woman’s  Friend 
Sunday  School  Literature 
Sunday  School  Times.... 
Woman’s  Home  Missions. 

Wonderful  Word  . 

World  Outlook  . 

Biblical  World  .!!..* . .  .* . 

Christian  Work  . . 

Christian  Observer  . 

Christian  Witness  . . 

Church  School  . 

Dynamo  . . 


. . .  225 


52 

57 

73 

49 

62 

28 

35 

3 
4i 

1 

1 

4 

1 

6 

11 

2 


EDUCATION,  TRAINING  AND  EXPERIENCE 

TABLE  CXVIII— LISTS  OF  RELIGIOUS  PERIODICALS — Continued 


Number 

Teachers 


Methodist  Episcopal  Indi- 

( Continued )  eating 

Gideon  Magazine  .  i 

God’s  Revivalist  .  12 

King’s  Business  .  1 

Lesson  Illustrator  .  2 

Methodist  Review  .  6 

Pentecostal  Herald  .  9 

Simpson  Review  .  3 

Sunday  School  Advocate....  7 

Superintendent  Standard  ....  1 

Denom.  Papers  Unnamed  1 2  . .  8 

Pilgrim  Elementary  Teacher  1 

Missionary  Magazine  Un¬ 
named  3 .  7 

Christian  Statesman .  2 

Expositor  .  2 

Bible  Champion  .  1 

World  Call  . 1 

Christian  Evangelist .  1 

Religious  Education  .  1 

Young  People’s  Weekly .  5 

Girls’  Companion  .  1 

“Baptist  Papers”  .  1 

American  Friend  .  2 

Watchword  .  1 

Message  .  1 

New  Era  .  1 

Christian  Science  Journal...  1 

Living  Church  .  1 

American  Church  Monthly. .  1 

Churchman  .  1 

Spirit  of  Missions .  1 

Missionary  Visitor  .  1 

Zion  Watchman .  1 

Gospel  Trumpet .  1 

Missionary  News  .  1 

International  Christ-Messen- 

ger  .  1 

Epworth  League  Quarterly..  1 

Forward  .  2 

Herald  and  Presbyter .  2 

Christian  Endeavor  World.. .  3 

War  Cry  .  1 

Christian  Worker  .  1 

Methodist  Recorder  .  1 

Christian  Standard  .  1 

Korea  Mission  .  1 

Way  of  Faith .  1 


Number 

Teachers 

Methodist  Episcopal  Indi- 

( Continued )  eating 

Christian  Holiness  .  1 

Holiness  Herald  .  1 

Homiletic  Review  .  1 

United  Presbyterian  .  1 

What-To-Do  .  2 

Lookout  .  2 

Anti-Saloon  League  Paper. .  1 

Assembly  Herald  .  1 

The  Guide  .  1 


Total  .  764 

(500  Methodist  Episcopal  teachers 
reporting.)  Number 

Teachers 

Indi- 

Presbyterian,  LJ.S.A.  eating 

Continent  .  24 

New  Era  .  55 

Forward  .  35 

Foreign  Missionary  .  8 

Over  Land  and  Sea .  3 

Sunday  School  Papers  3 .  11 

Sunday  School  Times .  16 

Christian  Vim  .  4 

Christian  Work  .  4 

C.  E.  World .  1 7 

Herald  .  15 

Lesson  Illustrator  .  1 

Silver  Cross  .  1 

Woman’s  Work  .  5 

Missionary  Magazine  Un¬ 
named  4 .  8 

Association  Men  .  1 

Sunday  School  Literature...  4 

Boys’  World  .  2 

Herald  and  Presbyter .  20 

Home  Missions  .  5 

Queen’s  Garden  .  1 

Awakener  .  1 

Homiletic  Review  .  2 

Signs  of  the  Times .  2 

Young  People’s  Weekly .  3 

World  Outlook  .  5 

Presbyterian  Assembly  .  1 

Christian  Herald  .  6 

United  Presbyterian  .  4 

Westminster  Guild  .  4 


1  Includes  “Church  Papers,”  etc. 

2  Includes  “Woman’s  Missionary  Papers,”  “Missionary  Magazine,”  “Mission  Papers.” 

3  Includes  “Sunday  School  Quarterlies,  Journals  and  Helps.” 

*  Includes  “Women’s  Missionary  Papers,  Magazine,”  etc. 


[391] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CXVIII— LISTS  OF  RELIGIOUS  PERIODICALS — Continued 


Presbyterian 
( Continued ) 

Classmate  . 

Denom.  Papers  Unnamed  1 

Expositor  . 

Bible  Champion  . 

Girls’  Companion 


Number 

Teachers 

Indi¬ 

cating 

i 


2 

I 
I 
I 

Family  Altar  .  I 

Missionary  Friend .  I 

Missionary  Review  of  World  2 

Statesman  .  1 

Everyland  .  1 

Spirit  of  Missions .  1 


Totals  .  272 

(178  Presbyterian  teachers  re¬ 
porting.)  Number 

Teachers 

Indi- 

United  Presbyterian  eating 

C.  E.  World .  3 

Christian  Union  Herald .  6 

Christian  Herald  .  7 

Missionary  Magazine .  6 

Missionary  Review  of  World  1 

New  World  Movement .  6 

Sunday  School  Literature...  4 

Sunday  School  Times .  2 

Evangelist  .  2 

United  Presbyterian  .  18 

Denom.  Papers  Unnamed...  5 

What-To-Do  .  1 

Young  People’s  Weekly .  2 


Total  . 63 

(37  United  Presbyterian  teachers 
reporting.)  Number 

Teachers 

Indi- 

Reformed  Church  eating 

Denom.  Papers  Unnamed  2  . .  2 

Messenger  . 2 

Outlook  of  Missions .  25 

Sunday  School  Literature 3 . .  7 

Heidelburg  Teacher  .  6 

Way  .  2 

Christian  Work  .  1 

Christian  World  .  21 

Christian  Endeavor  World. .  12 

Christian  Herald  .  8 


Number 

Teachers 

Reformed  Church  Indi- 

( Continued )  eating 

Sunday  School  Times .  3 

Wonderful  Word  .  1 

Reformed  Church  World....  1 

Burning  Bush  .  1 

Forward  .  I 

Herald  and  Presbyter .  1 

Pentecostal  Herald  .  1 

Girls’  Companion  .  3 

Christian  Vim  .  1 


Total  .  99 

(59  Reformed  Church  teachers 
reporting.)  Number 

Teachers 

Indi- 

tC nit ed  Brethren  eating 

Evangel  .  31 

Woman  Evangel  .  7 

Christian  Herald  .  3 

Oriental  Missionary  Standard  2 

Sunday  School  Times .  6 

Religious  Telescope  .  70 

C.  E.  World .  13 

Watchword  .  40 

World  Outlook  .  3 

Missionary  Review  .  9 

Witness  .  1 

Bible  Teacher  .  1 

Christian  Conservation  .  5 

Christian  Cynosure  .  5 

Intercollegiate  Statesman  ...  1 

Gems  of  Cheer .  1 

Girls  of  Today .  1 

Western  Christian  Advocate.  1 

Girls’  Friend  .  5 

Expositor  .  1 

Sunday  School  Literature 4 . .  1 

Boys’  Friend  .  1 

United  Presbyterian  .  1 

Young  People’s  Weekly .  1 

Union  Signal  .  2 

Message  .  2 

Everyland  .  1 

Homiletic  Review  .  1 


Total  .  212 

(104  United  Brethren  teachers 
reporting.) 


1  Includes  “Our  Church  Papers  and  Denominational  Magazine. 

2  Includes  “Our  Church  Papers,  Magazines,”  etc. 

3  Includes  “Sunday  School  Helps,”  etc. 

4  Includes  “Sunday  School  Papers  and  Helps.” 


[392] 


EDUCATION,  TRAINING  AND  EXPERIENCE 

TABLE  CX VIII— LISTS  OF  RELIGIOUS  PERIODICALS — Continued 

Grand  Total 


Baptist  .  447 

Church  of  Brethren .  87 

Christian  Church  .  71 

Congregational  .  41 

Evangelical  .  102 

Disciples  of  Christ .  357 

Society  of  Friends .  26 

Lutheran  .  103 

Methodist  Episcopal  .  764 

Methodist  Protestant  .  64 

Wesleyan  Methodist  .  6 

Free  Methodist  .  12 

African  Methodist  .  29 

Zion  African  Methodist .  7 

Colored  Methodist  Episcopal .  6 

Presbyterian  .  272 

United  Presbyterian  .  63 

Protestant  Episcopal  .  37 

Reformed  Church  .  99 

Salvation  Army  .  20 

United  Brethren  .  212 

Universalist  .  8 

International  Holiness  .  32 

Seventh  Day  Adventist .  14 

Church  of  God .  6 


Grand  Total  Religious  Periodicals  Read  by  1782  Teachers.  2,885 


Outstanding  facts  to  be  observed  from  a  study  of  these 
lists  are  the  absence  of  a  journal  of  universal  denominational 
appeal  through  which  a  common  message  can  be  carried  to  the 
entire  constituency  of  the  denomination ;  and  the  absence  of 
an  interdenominational  journal  through  which  a  common  mes¬ 
sage  may  be  carried  to  large  numbers  of  people  in  all  de¬ 
nominations.  Another  fact  of  great  significance  in  the  small 
circulation  of  such  journals  as  The  Church  School,  The  Chris¬ 
tian  Educator  and  The  Sunday  School  Worker. 

Over  against  the  religious  reading  of  the  Indiana  Sunday 
school  teachers,  it  is  interesting  to  note  the  type  of  general 
reading  which  is  done  by  the  same  teachers.  The  following 
table  shows  the  distribution  of  the  179  titles  of  magazines 
regularly  read  by  the  Sunday  school  teachers  in  the  256 
churches  surveyed,  with  the  total  number  of  persons  naming 
each  magazine.  These  titles  indicate  the  reading  taste,  domi- 

[393] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


nant  interest,  and  vocation  of  the  persons  who  are  charged 
with  the  teaching  of  religion  to  the  childhood  of  Indiana.  Of 
the  general  magazines,  the  Ladies'  Home  Journal ,  the  Literary 
Digest ,  the  American ,  and  the  Saturday  Evening  Post  are  the 
most  generally  read.  (See  Table  CXIX.) 


TABLE  CXIX  — CLASSIFIED  LIST  OF  MAGAZINES  READ 
REGULARLY  BY  1782  SUNDAY  SCHOOL  TEACHERS 
IN  256  INDIANA  CHURCHES 


General,  Literary,  etc . 

Argosy  .  1 

American  .  319 

Atlantic  Monthly  .  28 

Bookman  .  1 

Century  .  18 

Collier’s  Weekly  .  54 

Cosmopolitan  .  25 

Current  Literature  .  5 

Democracy  .  2 

Designer  .  7 

Dial  .  1 

Everybody’s  .  13 

Forum  .  1 

General  magazines  unnamed  36 

Good  Housekeeping  .  48 

Happy  Hours  .  1 

Harper’s  Monthly  .  18 

Hearst’s  .  1 

Hearth  and  Home .  2 

Holland’s  Magazine  .  1 

Home  Life  .  2 

Ladies’  Home  Journal .  419 

Leslie’s  Weekly  .  17 

Life  .  4 

Literary  Digest  .  371 

Living  Age  .  I 

McCall’s  .  72 

McClure’s  .  13 

Metropolitan  .  6 

Munsey’s  .  3 

Pathfinder  .  26 

People’s  Home  Journal....  26 
People’s  Popular  Monthly..  2 

Pictorial  Review  .  120 

Red  Book  .  8 

Saturday  Evening  Post .  203 

Scribner’s  .  16 

Smith’s  .  1 

To-day’s  .  3 

Toledo  Blade1  .  1 

True  Story  .  1 


1  A  daily  paper  with  weekly  supplement 

[394] 


General,  Literary,  etc.  —  Continued 

Woman’s  Home  Companion  171 
Woman’s  Home  Journal....  4 
Yale  Review  .  1 

Public  Affairs,  Current  Events,  etc. 

Child  Welfare  .  1 

Commoner  .  2 

Current  Events  .  8 

Current  History  .  1 

Current  Opinion  .  6 

Current  Topics  .  2 

Independent  .  27 

Nation  .  2 

New  Republic .  5 

North  American  Review....  5 

Outlook  .  50 

Public  Opinion  .  2 

Review  of  Reviews .  52 

Survey  .  5 

World’s  Work  .  30 


Educational 

American  Historical  Maga¬ 


zine  .  1 

Educator  Journal  .  9 

Helps  for  Teaching .  2 

Indiana  Educator  .  1 

Kindergarten  Review  .  1 

Mentor  .  7 

Modern  Language  Journal..  1 

National  Geographic  .  115 

Normal  Instructor  .  n 

Penmanship  .  1 

Popular  Educator  .  1 

Primary  Education  .  5 

Primary  Plans  .  6 

School  Journal  .  3 

School  News  .  2 

Science  and  Mathematics..  1 
Teachers’  Journal  .  1 

Thursdays. 


EDUCATION,  TRAINING  AND  EXPERIENCE 

TABLE  CXIX  — CLASSIFIED  LIST  OF  MAGAZINES  —  Continued 


Women's  Magazines 

American  Motherhood  ....  2 

American  Woman  .  7 

Boston  Cooking  School....  1 

Comfort  .  19 

Delineator  .  42 

Forecast  .  1 

Gentlewoman  .  4 

Home  Magazine  .  1 

Household  .  1 

Household  Journal  .  1 

Housekeeper  .  2 

Housewife  .  18 

Illustrated  Companion .  2 

Journal  of  Home  Eco¬ 
nomics  .  2 

Modern  Priscilla  .  9 

Mothers’  Home  Life .  1 

Mothers’  Magazine  .  21 

Needlecraft  .  4 

Woman  Citizen  .  3 

Woman’s  Home  Magazine..  2 

Women’s  Weekly  .  5 

Women’s  Work  .  1 

Woman’s  World  .  46 

Women’s  magazines  un¬ 
named  .  11 

Agricultural 

Breeders’  Gazette  .  5 

Country  Gentleman  .  26 

Dairy  Producer  .  2 

Drovers’  Journal  .  1 

Farm  and  Fireside .  6 

Farm  and  Home .  5 

Farm  Journal  .  8 

Farm  Life  .  7 

Farm  papers  unnamed .  21 

Farmer  Mechanic  .  1 

Farmer’s  Guide  .  44 

Farmer’s  Wife .  3 

Indiana  Farmers’  Guide....  11 

Iowa  Homestead  .  1 

Poultry  Keeper  .  1 

Prairie  Farmer  .  2 

Successful  Farming  .  10 

Technical,  Mechanical 

Illustrated  World  .  2 

Motor  Age  .  1 

Popular  Mechanics  .  8 

Popular  Science  Monthly. . .  7 

Scientific  American  .  3 

Technical  Magazine  .  2 


Professional 

Medical  Journal  .  6 

Dental  Magazine  .  1 

American  Journal  of  Nurs¬ 
ing  .  2 

Trained  Nurse  .  1 

Trade,  Business 

American  Machinist .  I 

Bankers’  Monthly  .  2 

Carpenter  .  1 

Chamber  of  Commerce .  1 

Chemical  Journal  .  1 

Credit  Men’s  Bulletin .  2 

Nation’s  Business  .  1 

Railway  Conductor  .  4 

System  .  5 

T  rade  .  2 

Nature 

Bird  Lore  .  1 

Birds  .  1 

Field  and  Stream .  1 

Nature  Lore  .  1 

Recreation,  Outers  .  1 

Fine  Arts 

Architectural  Magazine  ....  1 

Drama  .  1 

Etude  .  9 

House  and  Garden .  2 

Hygiene 

Health  .  1 

Life  and  Health .  1 

Mind  and  Body .  1 

Physical  Culture  .  7 

Public  Health  .  2 

Red  Cross  Magazine .  9 

Young  People's  Magazines 

American  Boy  .  4 

Boy  Life  .  1 

Every  Girl  .  1 

St.  Nicholas  .  1 

Scouting  Magazine  .  1 

Youth’s  Companion  .  44 

Miscellaneous 

American  Legion .  1 

Army  and  Navy  Magazine..  1 
Association  Men  .  6 


[395] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CXIX  — CLASSIFIED  LIST  OF  MAGAZINES 


Miscellaneous —  Continued 


Business  System 1 .  2 

Continent  .  1 

Federation  1  .  2 

Golden  Rule,  Hills1 .  4 

Message*  .  1 

National  Inquirer1 .  1 

Nautilus  .  1 


Continued 


Miscellaneous  —  Continued 

North  American  World1...  1 

Photo  Play  .  2 

Stockman  .  1 

Success 1  .  6 

Twentieth  Century1 .  1 

Vick’s  American  Monthly  x. .  1 

World  To-day 1 .  1 


1  Not  listed  in  Severence  “Guide  to  Periodicals  Published  in  U.  S.” 


II.  Professional  Training 

COURSES 

About  one-fourth  of  the  2,072  Sunday  school  teachers  re¬ 
turning  blanks  have  at  some  time  held  public  school  teachers’ 
certificates.  It  is  fair  to  conclude  that  few  of  the  467  who 
omitted  this  question  had  ever  held  teachers’  certificates.  Of 
the  1,605  wh°  answered,  159  males  and  367  females,  a  total 
of  526  had  been  certificated  as  public  school  teachers.  It  is 
also  fair  to  conclude  that  the  major  part  of  the  professional 
training  of  the  Sunday  school  teachers  reporting  such  training 
has  been  secured  in  preparation  for  public  school  service. 

Reporting  on  the  number  of  professional  courses  taken  in 
high  school,  normal  school,  college  or  university,  1,271  teachers 
list  the  following  number  of  courses: 


Number  of  Persons 


Number  of 

Number 

Type  of  Courses 

Taking  Courses 

Courses 

Reporting 

Total 

Males 

Females 

No  courses. . . 

•  736 

Theory  of  Teaching . 

401 

118 

283 

One  course. . . 

130 

Educational  Psychology.. 

403 

1 16 

287 

Two  courses  . 

.  112 

School  Management . 

311 

90 

221 

Three  courses 

.  89 

History  of  Education. . . . 

322 

92 

230 

Four  courses  . 

203 

Five  courses. . 

.  1 

The  median  number  of  professional  courses  is  zero;  one- 
fourth  of  the  male  teachers  report  more  than  three  courses, 
and  one-fourth  of  the  female  teachers  report  more  than  two. 
This,  however,  does  not  take  into  account  the  801  teachers  who 
gave  no  information  on  this  subject.  The  distribution  of  the 
courses  as  to  type  is  shown  in  the  right-hand  portion  of  the 
above  table. 

An  analysis  of  the  reports  of  2,072  teachers  as  to  the 

[396] 


EDUCATION,  TRAINING  AND  EXPERIENCE 


courses  in  religion  and  religious  education  taken  in  normal 
schools,  colleges  or  universities,  is  presented  here  in  an  inter¬ 
esting  table.  Eight  hundred  thirty  teachers  give  no  informa¬ 
tion  ;  956  say  they  have  taken  no  courses,  and  386  report  from 


one  to  six  courses. 

Number  of  Persons 

Number  of  Number  Type  of  Courses  Taking  Courses 

Courses  Reporting  Total  Males  Females 

No  courses. . . .  956 

One  course....  128  Biblical  History .  253  103  150 

Two  courses..  103  Biblical  Literature .  229  91  138 

Three  courses  .  59  History  of  Religion .  145  65  80 

Four  courses..  46  Missions .  115  47  68 

Five  courses..  23  Religious  Education .  97  43  54 

Six  courses  ...  27  Church  History .  131  65  66 


One-fourth  of  the  teachers  reporting  have  had  one  or  more 
courses  in  religion  or  religious  education;  but  the  typical 
teacher  has  had  no  courses  in  these  fields. 

PRACTICE  TEACHING 

There  has  been  virtually  no  practice  teaching  in  the  train¬ 
ing  of  the  Indiana  Sunday  school  teachers.  In  reply  to  the 
inquiry  on  this  subject,  1,082  of  the  2,072  teachers  ignored 
the  question;  856  said  they  had  had  no  practice  teaching;  53 
reported  from  10  to  19  weeks;  36,  from  20  to  29  weeks;  18, 
from  30  to  39  weeks;  14,  from  40  to  49  weeks;  13,  above  49 
weeks.  The  distribution  of  these  practice  courses  with  refer¬ 
ence  to  the  types  of  institutions  in  which  the  courses  were 
taken  shows  that  63  courses  were  taken  in  high  school ;  58  in 
county  training  schools;  117  in  normal  schools;  59  in  col¬ 
leges  or  universities;  and  one  in  a  city  normal  school.  It  is 
evident  that  the  practice  courses  which  have  been  taken  by 
these  Sunday  school  teachers  were  intended  to  train  public 
school  teachers. 

AVAILABLE  PROFESSIONAL  COURSES  IN  INDIANA  CHURCH 

COLLEGES 

A  study  of  the  catalogues  of  fourteen  denominational  col¬ 
leges  shows  a  minimum  offering  in  the  fields  of  Biblical  litera¬ 
ture  and  history,  and  in  the  history  and  science  of  religion. 
The  offerings  in  the  science  and  art  of  teaching  religion  in  the 

[397] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 

home,  in  the  local  church  and  in  the  community  is  inexcusably 
meagre.  In  Table  CXX,  there  is  an  exhibit  of  14  colleges 
founded  primarily  for  the  ends  of  religious  education,  sup¬ 
ported  by  the  philanthropy  of  churches,  but  devoting  more 
than  thirteen  times  as  much  energy  to  the  preparation  of 
teachers  for  the  state  as  they  do  to  the  preparation  of  teachers 
for  the  church.  The  denominational  colleges  of  Indiana  have 
strained  their  resources  to  the  limit  to  establish  and  maintain 
teacher-training  courses  which  will  meet  the  approval  of  the 
State  Department  of  Education.  They  seem  not  to  have  felt  a 
similar  responsibility  for  the  educational  programs  in  the 
churches  from  which  they  draw  their  chief  support. 

Table  CXXI  paints  a  still  sadder  picture.  Not  only  are 
there  meagre  offerings  in  the  fields  of  religion  and  religious 
education,  but  barely  one  in  six  students  who  enter  the  ten 
institutions  reporting  on  this  subject  enrolls  in  the  courses  in 
the  Bible  or  religion  and  only  one  out  of  sixty-four  enters  the 
classes  in  religious  education.  Only  58  students  in  ten  de¬ 
nominational  colleges  are  majoring  in  religion,  and  30  of  these 
are  in  one  college.  One  reason  why  only  386  of  the  2,072 
Sunday  school  teachers  in  the  256  Indiana  churches  have  pur¬ 
sued  courses  in  religion,  Bible  and  religious  education  is  now 
apparent.  The  fact  that  less  than  10  per  cent,  of  the  teachers 
in  these  256  churches  are  college  graduates  suggests  that 
graduates  from  denominational  colleges  have  not  been  trained 
in  large  numbers  to  serve  the  local  church  with  the  same  devo¬ 
tion  and  energy  which  they  are  giving  to  the  civic,  literary  and 
social  life  of  the  communities  in  which  they  live.  Leadership 
for  the  school  in  the  local  church  should  come  in  large  measure 
from  the  church  college.  Until  these  institutions  are  made 
conscious  of  their  obligations  in  this  direction,  the  cause  of 
religious  education  in  Indiana  will  limp  along  with  mediocre 
leadership. 

PROFESSIONAL  READING 

One  hundred  sixty-three  books  were  named  as  the  pro¬ 
fessional  reading  of  the  teachers  who  have  not  studied  edu¬ 
cational  courses  in  college  or  other  accredited  institution  of 

[398] 


TABLE  CXX  — NUMBER  OF  COURSES  AND  SEMESTER  HOURS  OFFERED  BY  FOURTEEN  INDIANA 
COLLEGES  DURING  THE  ACADEMIC  YEAR  OF  1920-1921  IN  BIBLICAL  HISTORY  AND  LITERA¬ 
TURE,  HISTORY  AND  SCIENCE  OF  RELIGION,  RELIGIOUS  EDUCATION  AND  GENERAL 
EDUCATION,  WITH  DENOMINATIONAL  AFFILIATIONS  OF  THE  COLLEGES 

(data  taken  from  college  catalogues) 


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[399] 


TABLE  CXXI  — CERTAIN  FACTS  REGARDING  INSTRUCTION  IN  BIBLE,  RELIGIOUS  EDUCATION 
AND  PROFESSIONAL  TRAINING  FOR  PUBLIC  SCHOOL  TEACHERS  IN  FOURTEEN 

INSTITUTIONS  OF  HIGHER  LEARNING  IN  INDIANA 


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[400] 


EDUCATION,  TRAINING  AND  EXPERIENCE 


learning.  The  list  includes  24  titles  which  reflect  the  influence 
of  public  education  and  run  the  gamut  from  DeGarmo,  White 
and  Halleck  of  a  generation  ago  to  Thorndike,  Monroe  and 
Cubberley  of  the  present  time. 

Number 

Teachers 

Naming 

Title  Book 


Angell,  Psychology .  4 

Pillsbury,  Psychology  . 1 

Thorndike,  Psychology  .  1 

Dewey,  Psychology  .  1 

Sanderson,  Psychology  .  1 

James,  Psychology  .  17 

James,  Psychology  of  Religious  Experience .  1 

James,  Talks  to  Teachers .  1 

Starbuck,  Psychology  of  Religion .  1 

Halleck,  Psychology  and  Psychic  Culture .  1 

Horne,  E.  L.,  Psychology  of  Religion .  1 

Swift,  The  Mind  in  the  Making .  I 

Harrison,  Some  Silent  Teachers .  1 

Harrison,  Child  Training .  I 

White,  Elements  of  Pedagogy .  1 

De  Garmo,  Methods .  1 

Hinsdale,  Teaching  the  Language  Arts .  1 

Spencer,  Education  .  I 

Horne,  Philosophy  of  Education .  1 

Seeley,  New  Teacher  Management .  3 

Seeley,  History  of  Education .  4 

Graves,  History  of  Education .  1 

Monroe,  Text  Book  in  the  History  of  Education . .  1 

Cubberley,  Public  School  Education  in  the  JJ.  S .  1 


These  basic  books  have  touched  but  a  few  of  the  hun¬ 
dreds  of  teachers  answering  the  inquiry  regarding  their  pro¬ 
fessional  reading. 

In  the  field  of  religious  education  there  were  a  scattering 
few  of  such  titles  as :  Betts,  How  to  Teach  Religion;  Athearn, 
The  Church  School;  Cope,  The  Modern  Sunday  School  in 
Principle  and  Practice;  Burton  and  Matthews,  Principles  and 
Ideals  of  the  Sunday  School;  Weigle,  The  Pupil  and  the 
Teacher;  St.  John,  Stories  and  Story  Telling;  Littlefield, 
Handwork  in  the  Sunday  School.  Outnumbering  books  of 
this  type  five  to  one  were  the  most  frequently  mentioned  texts 
of  the  old  First  Standard  Course,  including  Moninger, 
Training  for  Service ,  26  times;  Moninger,  Elementary 
Teacher’s  Manual,  3  times;  Moninger,  Methods,  1  time; 

[401] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Welshimer,  Bible  School  Vision ,  i  time;  Meacham,  Training 
to  Teach ,  2  times;  Oliver  and  Stevenson,  The  Teacher  Trained, 
5  times;  Oliver,  Preparation  to  Teach,  7  times;  Hurlburt, 
Teacher  Training  Course,  8  times.  Of  the  New  Standard 
Teacher  Training  Course  texts,  Barclay,  Arlo  A.  Brown, 
Baldwin,  Lewis,  Winchester,  Slattery,  Danielson  are  named 
with  a  total  of  26  readers,  the  exact  number  accredited  to 
Moninger’s  Training  for  Service.  The  remainder  of  the  list 
is  made  up  for  the  most  part  of  the  more  popular  elementary 
treatments  of  pedagogical  and  Biblical  subjects. 


SCHOOLS  AND  AGENCIES  FOR  TRAINING  SUNDAY  SCHOOL 


TEACHERS 


For  the  training  of  the  rank  and  file  of  the  Sunday  school 
teachers  of  the  United  States  there  have  been  established 
certain  types  of  schools  and  agencies  with  regular  courses 
of  study  and  a  relatively  standardized  organization  and 
method.  An  effort  has  been  made  to  find  out  to  what  extent 


these  agencies  of  training  have  contributed  to  the  preparation 
of  the  Indiana  Sunday  school  teachers.  The  following  is  a 
list  of  schools  and  agencies  which  have  touched  616  of  the 
2,072  teachers  from  whom  information  was  requested;  1,456 
omitted  all  reference  to  this  topic  in  their  replies. 


Name  of  School  or  Agency 

Total 

Primary  Graded  Union . 

School  of  Principles  and  Methods . 

Teacher  Training  Class  (local  church) . 

Teacher  Training  Class  (community) . 

Community  Training  School . 

Chautauqua  . 

Course  by  Chicago  University  of  Sacred  Literature. . 

Bethany  Assembly  . 

Bible  Institute  . 

Teacher  Training  at  Lutheran  Institute . 

Y.  M.  C.  A.  (Lake  Geneva) . 

Institute  . 

Y.  W.  C.  A.  Conference . 

Bible  School  . 

Bible  Correspondence  School . 

Presbyterian  Winter  Conference,  Short  Course . 

Young  People’s  Conference . : . . 

Summer  Conference  . 


Number 
of  Times 
Reported 

637 


30 

59 

4i7 

88 

19 

3 

3 

1 


3 

1 

1 


3 

2 

2 

1 

1 

2 
1 


[402] 


EDUCATION,  TRAINING  AND  EXPERIENCE 


One  hundred  twenty-five  persons  report  graduation  from 
one  or  more  of  the  above  schools  during  the  past  21  years. 
The  total  number  of  persons  enrolled  in  any  of  the  above 
schools  on  January  1,  1920,  was  83.  It  will  be  noted  in  the 
above  list  that  the  teacher-training  class  in  the  local  church 
is  the  most  fruitful  source  of  teacher-training  among  the 
churches  surveyed.  It  is  significant  that  only  28  teacher¬ 
training  classes  were  in  operation  in  the  256  churches  at  the 
time  these  data  were  secured. 

Some  idea  of  the  academic  standards  of  these  schools  can 
be  had  from  a  study  of  the  textbooks  used  in  the  classes. 
Seventy-five  different  texts  are  listed  below;  forty-one  were 
used  by  but  one  teacher  each. 


No.  of 

No.  of 

T  imes 

Times 

Name  of  Text 

Used 

Name  of  Text 

Used 

Training  the  Teacher — Oliver 

37 

Baptist  Teacher  Training 

Teacher  Evangel — Moninger 

26 

Manual  . 

3 

Training  for  Service — Mon- 

Teacher  Training  Course — 

inger  . 

23 

Trumbull  . 

3 

Teacher  and  Pupil — Weigle. . 

21 

Bible  History  . 

3 

Teacher — Unnamed  . 

1 7 

Junior  Work  and  Worker. . . 

3 

Teacher  Training — Hurlbut.. 

16 

Handbook  for  Sunday  School 

Bible  . 

15 

Workers — Olmstead  . 

2 

New  Standard  T  e  a  c  h  e  r 

Youth  and  the  Church — Maus 

2 

Training  Course — Chalmers 

14 

Church  School — Athearn  .... 

2 

Teacher  Training — Barclay.. 

10 

Course  by  Mrs.  Lemereaux. . 

2 

First  Manual  Teacher  Train- 

International  . 

2 

mg . 

11 

Keystone  Teacher  Training 

Primer  of  Teacher  Training 

Course  . 

2 

— Brown  . 

8 

Life  of  Christ — Barclay . 

2 

Preparation  for  Teaching — 

Teacher  Training  Essentials 

Oliver  . 

8 

— H.  E.  Tralle . 

2 

Lecture  Course  . 

5 

New  Convention  Normal.... 

2 

Life  of  Christ . 

4 

Teacher  Training  Quarterly. 

2 

Teacher  Training — Hammil.. 

4 

T  eacher  and  Learning  — 

Program  of  Christian  Living 

4 

Sheridan  . 

2 

No  text  . 

4 

Otterbein  Teacher  Training.. 

2 

The  following  are  the  titles  mentioned  by  only  one  teacher 
each:  Advanced  Course;  Bible  and  Its  Meaning;  Brethren; 
Charts;  Christian  Nurture ;  Church  History;  Christian  Teacher 
Training  Course ;  Correspondence  Course;  Dr.  Berniger; 
Eiselin  and  Barclay;  Elements  of  Religious  Pedagogy,  Pattee ; 
Four  Gospels;  Girlhood,  Lerange;  Graded  Course ;  How  to 

[403] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Teach  Religion,  Betts;  Jesus  of  Nazareth,  Rhees;  Life  of 
Christ,  Bos  worth ;  Life  of  Jesus;  Missions  in  Modern  Schools; 
Methodist  Teacher  Training  Manual;  National  Teacher  Train¬ 
ing  Course;  Old  Testament  History;  Origin  and  Teaching, 
New  Testament;  On  Sunday-school  Teaching;  Pedagogy, 
Shepherd;  Record  and  Letters  of  the  Bible,  Bosworth;  Reli¬ 
gion  and  Morals;  Special  Course  by  Pastor;  Story  Telling  from 
Bible;  Sunday-school  Teachers  Bible;  Talk  with  Training 
Classes,  Slattery;  Taking  Men  Alive;  Teacher  s  Guide;  Teacher 
Training,  Fischer;  Teacher  Evangel,  Junior;  Teachers'  Life  of 
Christ;  Teaching  Values  of  Life  of  Christ,  Barclay;  Training 
Book  Number  One ;  Twentieth  Century  New  Testament ;  What 
the  Bible  Teaches;  The  Worker  and  His  Bible. 

CONVENTIONS  AND  TEACHERS’  MEETINGS 

Only  629  teachers  replied  to  the  request  for  information 
regarding  attendance  upon  conventions  of  Sunday  school 
workers.  Of  this  number,  271  attended  a  Sunday  school  con¬ 
vention  during  the  year  preceding  the  survey  of  their  church. 
The  median  for  those  replying  is  2.  About  two-thirds  did 
not  reply  to  this  question.  One-Fourth  of  the  one-third  that 
did  reply  attended  no  conventions  during  the  year ;  one-fourth 
attended  more  than  three  conventions  each. 

Two-thirds  did  not  reply  to  the  question  regarding 
teachers’  meetings  in  the  local  church;  253  said  they  did  not 
attend  such  meetings  and  373  said  they  did  attend.  Of  the 
one-third  replying  to  this  inquiry,  half  attended  fewer  than 
8.6  meetings  during  the  year  and  half  attended  more  than 
that  number.  The  median  number  of  meetings  attended  by 
men  was  11.5  and  by  women  6.8.  Only  57  out  of  the  2,072 
teachers  report  attendance  upon  a  community  teachers’ 
meeting. 

A  summary  of  the  foregoing  statements  regarding  the 
professional  training  of  Sunday  school  teachers  need  only 
refer  to  the  meagre  service  of  denominational  colleges  in 
this  direction;  the  scanty  and  undirected  professional  reading; 
the  small  fraction  of  teachers  reached  by  the  denomi- 

[404] 


EDUCATION,  TRAINING  AND  EXPERIENCE 


national  and  interdenominational  teacher-training  programs; 
the  elementary  character  of  the  work  attempted  by  these 
agencies;  and,  finally,  to  the  relatively  small  proportion  who 
attend  conventions,  teachers’  meetings  and  similar  means  of 
professional  growth.  The  professional  training  of  the  rank 
and  file  of  these  teachers  is  practically  nil. 


TABLE  CXXII  — THE  NUMBER  OF  YEARS  A  TEACHER  HAS 
TAUGHT  IN  SUNDAY  SCHOOLS  AS  SHOWN  BY  THE 
TEACHING  EXPERIENCE  OF  1,698  INDIANA 
SUNDAY  SCHOOL  TEACHERS 


Teachers  Reporting  Having  Taught  the 

Number  of  Years 

Number 

of  Years 

Indicated 

Taught 

both  sexes 

males 

females 

in  Sunday  Schools 

Number 

Number 

Number 

1,698 

470 

1,228 

0  . 

118 

33 

85 

1  . 

195 

45 

150 

2  . 

155 

38 

117 

3  . 

133 

22 

101 

4  . 

1 14 

26 

88 

5  . 

99 

26 

73 

6  . 

95 

25 

70 

7  . 

66 

15 

5i 

8  . 

7i 

20 

5i 

9  . 

28 

9 

19 

10-14 . 

220 

64 

156 

15-19 . 

107 

33 

74 

20-24 . 

9,6 

35 

60 

25-29 . 

90 

26 

64 

30-34 . 

52 

23 

29 

35-39 . 

29 

10 

19 

40-44 . 

27 

12 

15 

45-49 . 

7 

3 

4 

50-54 . 

4 

4 

0 

55-59 . 

2 

0 

2 

60-70 . 

1 

1 

0 

Statistical  Measures: 

Total 

Males 

Females 

Median . 

6.5 

8.2 

6.0 

Qx . 

2.7 

3-0 

2.6 

Qa . 

14.7 

19.2 

12.7 

(Table  based  on  data  from  470  of  563  males,  and  1,228  of  1,509  females, 
or  1,698  out  of  2,072  of  the  teachers  included  in  this  survey.) 

[405] 


TABLE  CXXIII  — AGE-GROUPS  OF  PUPILS  TAUGHT  IN  THE  PAST  AND  NUMBER  OF  YEARS 
TAUGHT  IN  SUNDAY  SCHOOLS  BY  1,323  INDIANA  SUNDAY  SCHOOL  TEACHERS 

Age-Groups  Taught 


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[407] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


0-  5-  10-  15-  20-  25-  30-  35-  40-  45-  50-  55-  60- 
5  10  15  20  25  30  35  40  45  50  55  60  65 


Number  of  Years  Taught 

Chart  LXI  — 1,698  Indiana  Sunday  School  Teachers  Distributed 
with  Reference  to  the  Number  of  Years  the  Teacher 
Has  Taught  in  a  Sunday  School. 


Ill.  T eaching  Experience 

Twenty-seven  Sunday  school  teachers  report  college 
teaching  experience ;  twelve  report  normal  school  teaching 
experience.  The  median  for  both  groups  is  2.5  years.  Four 
hundred  thirty-two  report  public  school  teaching  experience, 
with  a  median  experience  of  5.2  years. 

Three  hundred  seventy-four  of  the  2,072  teachers  did  not 
state  their  experience  as  Sunday  school  teachers.  The  experi¬ 
ence  of  the  470  males  and  1,228  females  who  did  reply,  varied 
from  zero  to  59  years.  The  median  for  both  sexes  was  6.5 
years;  for  males,  8.2  years,  and  for  females,  6.0  years.  One- 
fourth  of  the  teachers  have  taught  less  than  2.7  years;  and  one- 
fourth  have  taught  more  than  14.7  years.  (See  Table  CXXII 
and  Chart  LXI.) 

The  teaching  experience  of  many  teachers  covers  a  large 
pupil  age-range.  Classes  sometimes  contain  pupils  from  six 
to  sixty  years  of  age.  When  the  classes  are  confined  to  a 

[408] 


EDUCATION,  TRAINING  AND  EXPERIENCE 


specified  age  limit,  it  often  happens  that  a  teacher  will,  during 
a  period  of  a  few  years,  be  transferred  from  one  group  to 
another  until  the  whole  school  has  been  covered.  For  example, 
note,  on  Table  CXXIII,  that  one  teacher  who  has  taught  5 
years  has  taught  classes  including  all  ages.  Following  the 
five-year  group  through  the  columns,  you  come  to  25  teachers 
who  in  five  years  have  taught  two  consecutive  age-groups, 
such  as  the  primary  and  junior  groups;  the  next  column  lists 
5  teachers  who  in  5  years  have  taught  two  groups  not  con¬ 
secutive,  such  as  the  primary  and  senior  groups.  A  study  of 
this  entire  table  will  show  how  diversified  has  been  the  teaching 
experience  of  the  Indiana  Sunday  school  teacher. 

It  will  be  pointed  out  in  a  later  chapter  that  the  typical 
Sunday  school  teacher  does  his  work  without  supervision. 
The  professional  growth  through  undirected  teaching  is  almost 
a  negligible  quantity. 

IF.  Summary 

There  are  as  many  Indiana  Sunday  school  teachers  who 
have  had  three  years  of  high  school  training  as  there  are  who 
have  not  had  that  amount  of  schooling.  Two  hundred 
thousand  Sunday  school  pupils  are  taught  each  Sunday  by 
Indiana  teachers  who  have  had  less  than  ten  years  of  schooling. 

The  religious  reading  of  Indiana  Sunday  school  teachers 
consumes  between  three  and  four  hours  each  week.  Ten 
books  are  read  annually  and  church  and  Sunday  school  papers 
are  read  with  some  regularity.  Such  journals  of  religious 
education  as  The  Church  School ,  The  Christian  Educator ,  and 
The  Sunday  School  Worker  are  virtually  unknown  to  the  rank 
and  file  of  Indiana  Sunday  school  teachers.  The  Ladies' 
Home  Journal,  the  Literary  Digest,  the  American,  and  the 
Saturday  Evening  Post  are  the  most  popular  of  the  general 
magazines. 

Besides  the  526  teachers  who  have  made  some  preparation 
for  public  school  teaching,  the  professional  training  of  the 
Indiana  Sunday  school  teachers  is  almost  negligible.  The 
rank  and  file  of  Sunday  school  teachers  have  had  no  courses 

[409] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


in  the  Bible,  religion  or  religious  education  in  any  institution 
of  higher  learning. 

The  church  colleges  of  Indiana  have  made  little  contribu¬ 
tion  to  the  training  of  the  Sunday  school  teachers  of  the  state. 
They  have  established  special  departments  for  the  training  of 
public  school  teachers;  but  they  have  given  little  attention  to 
the  task  of  preparing  teachers  for  the  church  schools  of 
Indiana. 


Per  Cent 
10  15 


25 


Chart  LXII  — 1,374  Indiana  Sunday  School  Teachers  Rated  on  a 
Percentage  Basis  Involving  General  Education,  Professional 
Training  and  Teaching  Experience.  (See  Table  CXXXVIII.) 


The  professional  reading  of  the  Indiana  Sunday  school 
teachers  has  included  only  a  very  few  of  the  standard  texts  in 
the  science  and  art  of  teaching  religion. 

Schools  of  Principles  and  Methods  and  teacher-training 
classes  in  local  churches  have  furnished  the  major  portion  of 
such  training  as  the  Sunday  school  teachers  of  the  state  have 
had.  Brief  training  courses,  with  textbooks  of  a  mediocre 
type,  taught  by  teachers  with  no  professional  training, 
comprise  the  quantity  and  quality  of  the  training  courses  that 
have  been  conducted  in  this  state.  The  great  mass  of  teachers, 
however,  have  been  untouched  by  even  this  type  of  training. 
There  was  little  enthusiasm  for  teacher-training  in  the  schools 
surveyed.  The  Sunday  school  teachers  of  Indiana  are,  as  a 
class,  untrained. 

[4io] 


EDUCATION,  TRAINING  AND  EXPERIENCE 


The  typical  Indiana  Sunday  school  teacher  has  taught  in 
Sunday  school  six  and  one-half  years.  The  teaching  has 
covered  a  wide  age-range.  The  teaching  has  been  almost  en¬ 
tirely  without  supervision,  hence  it  has  had  little  value  as  a 
means  of  improving  the  quality  of  teaching.  Unsupervised 
teaching  experience  generally  confirms  bad  teaching  habits. 

The  good  common  sense  of  conscientious  men  and  women 
save  them  from  many  pedagogical  pitfalls;  but  spiritual  mal¬ 
practice  is  sure  to  result  from  the  well-intentioned  service  of 
the  untrained,  and  uninformed.  The  preparation  of  the  Indi¬ 
ana  Sunday  school  teachers  for  the  high  and  holy  task  of 
teaching  religion  is  most  pathetically  meager. 


Chapter  XIV 


STANDARDS  AND  METHODS 
7.  Measuring  Success  In  T eaching 

Eleven  criteria  were  given  to  the  teachers  in  256  Indiana 
churches  and  they  were  asked  to  indicate  which  ones  they  used 
in  determining  the  success  of  their  work.  To  this  request 
1,680  teachers  responded.  The  following  are  the  criteria,  with 
the  percentage  of  the  teachers  using  each. 

Members  of  the  class  understand  their  lesson — 58.5  per  cent. 
Interest  of  the  class — 81. 1  per  cent. 

Members  are  able  to  repeat  the  important  verses  of  the 
lesson  during  the  lesson  period — 24.2  per  cent. 

Members  are  able  to  repeat  the  important  verses  at  the  end 
of  the  quarter — 10.6  per  cent. 

High  percentage  of  regular  attendance — 57.2  per  cent. 
Members  apply  truths  of  the  lesson  to  daily  life — 43.6  per 
cent. 

Number  of  members  who  join  church — 30.1  per  cent. 
Number  of  members  of  church  in  your  class  who  show  a 
growth  in  spiritual  life — 25.6  per  cent. 

Examination,  oral — 11.8  per  cent. 

Examination,  written — 2.5  per  cent. 

Cooperation  of  members  of  the  class  in  carrying  out  activi¬ 
ties — 18. 1  per  cent. 

An  examination  of  Table  CXXIV  will  show  that  there  is 
practical  unity  of  opinion  as  to  these  standards  on  the  part  of 
both  sexes.  Both  rank  class  interest,  the  ability  to  make  the 
class  understand  the  lesson,  and  high  regular  attendance  as  the 
three  most  important  criteria.  Both  agree  that  mastering  the 
verbal  text  of  the  lesson  is  of  relatively  minor  importance; 
both  make  church  membership  a  minor  criterion,  and  both 

[412] 


STANDARDS  AND  METHODS 


TABLE  CXXIV  —  THE  STANDARDS  USED  BY  1,680  SUNDAY 
SCHOOL  TEACHERS  TO  DETERMINE  THE  SUCCESS 

OF  THEIR  TEACHING 


Teachers  Using  Standards  Indicated 


Standards 


BOTH  SEXES  MALES  FEMALES 


Per 

Per 

Per 

Number 

Cent. 

Number 

Cent. 

Number 

Cent. 

Total  reporting. . 

1,680 

100. 

450 

26.8 

1,230 

73-2 

(a)  Members  of  the  class 

understand  the  lesson... 

983 

58.5 

244 

54-2 

739 

60.1 

(b)  Interest  of  the  class.. 

(c)  Members  are  able  to 

1,362 

81. 1 

367 

81.6 

995 

80.1 

repeat  the  important 
verses  of  the  lesson  dur- 

ing  the  lesson  period. . . . 
(d)  Members  are  able  to 

407 

24.2 

47 

10.4 

360 

29-3 

repeat  the  important 
verses  at  the  end  of  the 

quarter . 

(e)  High  per  cent,  of 

178 

10.6 

19 

4.2 

159 

12.9 

regular  attendance . 

(f)  Members  apply  truths 

961 

57.2 

258 

57-3 

703 

57-2 

of  the  lesson  to  daily 
life . 

733 

43-6 

216 

48.0 

517 

42.0 

(g)  Number  of  members 

who  join  the  church. . . . 
(h)  Number  of  members 

505 

30.1 

148 

32.9 

357 

29.0 

who  show  a  growth  in 
the  spiritual  life . 

430 

25.6 

136 

30.2 

294 

239 

(i)  Examinations,  oral... 

199 

11.8 

35 

7-8 

164 

13-3 

(j)  Examinations,  written 

(k)  Cooperation  of  mem- 

42 

2.5 

9 

2.0 

33 

2.7 

bers  of  class  in  carrying 
on  activities . 

304 

18.1 

9i 

20.2 

213 

17-3 

(Table  based  on  data  from  550  of  563  males,  and  1,230  of  1,509  females, 
or  1,68a  of  2,072  teachers  included  in  this  survey.) 


dispense  with  examinations  almost  entirely  as  a  method  of 
testing  their  classroom  work.  There  is  a  recognition  of  the 
value  of  the  application  of  the  lesson  to  life  on  the  part  of 
nearly  half  the  teachers;  and  about  one-sixth  have  caught  the 
social  significance  of  religion  and  recognize  it  in  their  teaching 
program.  Table  CXXV  will  show  the  use  of  these  standards 


by  the  teachers  of  nineteen  different  age-groupings. 

The  criteria  used  need  to  be  refined  and  defined  and 


measuring  scales  should  be  created  to  assist  the  teacher  in  self- 
evaluation  of  classroom  procedure. 


[413] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CXXV  — THE  AGE-GROUPS  OF  PUPILS  TAUGHT 
AT  PRESENT  BY  1,378  INDIANA  SUNDAY  SCHOOL 
TEACHERS  AND  STANDARDS  USED  TO 
DETERMINE  THE  SUCCESS  OF 
THEIR  TEACHING 


Standards  Used 


Number 

Report- 


Age-Groups  Taught 


(a)  Members  of  the  class  under¬ 
stand  the  lesson . 

(b)  Interest  of  the  class . 

(c)  Members  are  able  to  repeat  the 

important  verses  of  the  lesson 
during  the  lesson  period . 

(d)  Members  are  able  to  repeat  the 

important  verses  at  the  end  of 
the  quarter . 

(e)  High  per  cent,  of  regular  at¬ 
tendance  . 

(f)  Members  apply  truths  of  the 

lesson  to  daily  life . 

(g)  Number  of  members  who  join 

the  church . 

(h)  Number  of  members  of  church 
in  your  class  who  show  a 


(j)  Examinations,  written . 

(k)  Cooperation  of  members  of 
class  in  carrying  on  activities. . 


ing 

4,5 

4-1 1 

4-17 

6,  7,8 

6-11 

6-17 

1,378 

86 

69 

11 

126 

52 

22 

807 

52 

36 

6 

77 

35 

15 

1,119 

64 

58 

9 

98 

4i 

15 

333 

39 

27 

4 

67 

25 

6 

139 

10 

12 

3 

23 

12 

3 

791 

42 

34 

6 

61 

33 

13 

626 

25 

21 

5 

46 

20 

12 

425 

3 

7 

1 

18 

6 

6 

367 

7 

9 

4 

14 

4 

6 

212 

9 

5 

4 

23 

10 

2 

35 

2 

1 

0 

1 

1 

1 

262 

6 

3 

1 

5 

2 

5 

(Table  based  on  data  from  1,378  of  2,064  teachers  included  in  this 
survey.) 


[414] 


STANDARDS  AND  METHODS 


TABLE  C XXV  — Continued 


Age-Groups  Taught 


10,  II 

9-14 

9-24 

12-14 

12-17 

12+ 

I5-I7 

15+ 

ob 

18+ 

21+  25+  Ages 

1 67 

9i 

14 

166 

74 

9 

7i 

78 

90 

18 

11 

220 

3 

11 3 

54 

7 

103 

49 

5 

4i 

37 

52 

10 

4 

109 

2 

139 

72 

14 

142 

58 

7 

56 

60 

78 

15 

9 

181 

3 

46 

26 

3 

35 

9 

3 

10 

6 

10 

1 

0 

15 

1 

23 

7 

2 

16 

5 

1 

5 

4 

6 

1 

0 

6 

0 

106 

60 

6 

102 

44 

4 

49 

4i 

58 

7 

3 

120 

2 

75 

41 

4 

80 

33 

3 

43 

36 

5i 

12 

5 

119 

0 

64 

32 

6 

73 

33 

3 

36 

28 

37 

9 

4 

59 

0 

40 

20 

5 

46 

24 

3 

24 

25 

43 

7 

7 

78 

I 

36 

15 

1 

33 

7 

0 

4 

2 

9 

2 

1 

8 

I 

7 

3 

1 

3 

2 

0 

2 

5 

4 

I 

0 

1 

0 

21 

15 

5 

4i 

22 

3 

16 

25 

32 

5 

4 

5i 

0 

[41s] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CXXVI  — THE  AGE-GROUPS  OF  PUPILS  TAUGHT 
AT  PRESENT  BY  i,559  INDIANA  SUNDAY  SCHOOL 
TEACHERS  AND  CHARACTER  OF  PREP¬ 
ARATION  MADE  FOR  TEACH¬ 


ING  THE 

Things  Done  in 
Preparation  of  No. 

the  Lesson  Reptg.  4, 5  t 

Number  reporting  on 
preparation  of  lesson  i,S59  101 

a.  Pray  for  guidance  in 

your  teaching . 1,280  72 

b.  Read  the  lesson  over 

carefully  to  make 
sure  that  you  un¬ 
derstand  . i,447  90 

c.  Outline  the  lesson 

(determining  ques¬ 
tions  to  be  asked, 
indicating  verses  to 
be  memorized  and 
points  to  be  em¬ 
phasized  .  702  27 

d.  Do  you  usually  write 

these  out? 

Yes  .  327  11 

No  . 864  55 

e.  Select  illustrations 

which  apply  to 

daily  life  .........  812  36 

f.  Master  the  Biblical 

setting  .  505  17 

(Table  based  on  data  from  i,559 
survey.) 


LESSON 

Age-Groups  of  Pupils  Taught 


,-ii 

4-17 1 

6,  7,8 

6-11 

6-17  9, 10, 

77 

12 

137 

58 

22 

195 

60 

11 

108 

46 

18 

160 

67 

9 

123 

54 

21 

186 

18 

6 

54 

19 

10 

91 

2 

1 

12 

13 

2 

48 

43 

9 

IOI 

26 

15 

112 

21 

4 

56 

29 

9 

116 

12 

3 

23 

10 

7 

59 

of  2,072  teachers  included  in  this 


STANDARDS  AND  METHODS 


TABLE  CXXVI  —  Continued 


Age-Groups  of  Pupils  Taught 


9-14 

9-24 

12-14 

12-17 

12+ 

15-17 

15+ 

18-24  18+ 

21  + 

25  + 

Ages 

99 

15 

189 

84 

II 

77 

90 

IOI 

20 

13 

255 

3 

86 

12 

151 

70 

7 

68 

75 

92 

19 

13 

209 

3 

95 

15 

181 

80 

10 

75 

83 

94 

20 

13 

228 

3 

48 

5 

96 

4i 

7 

38 

48 

56 

7 

4 

126 

1 

24 

1 

40 

18 

5 

16 

23 

46 

3 

4 

57 

1 

55 

10 

112 

4i 

5 

43 

54 

3i 

9 

6 

136 

1 

49 

7 

104 

46 

5 

50 

43 

74 

10 

11 

139 

3 

29 

8 

69 

26 

4 

29 

34 

54 

6 

10 

102 

3 

[417] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


II.  Lesson  Preparation 

Here  are  the  things  which  1,935  Indiana  Sunday  school 
teachers  say  they  do  in  preparation  for  the  teaching  of  a 
Sunday  school  lesson : 

82.5  per  cent. — Pray  for  guidance. 

93.0  per  cent. — Read  the  lesson  over  carefully  to  make  sure 

of  understanding  it. 

43.9  per  cent. — Outline  the  lesson,  determine  questions  to 

be  asked,  verses  to  be  memorized,  and  points 
to  be  emphasized. 

20.9  per  cent. — Write  out  the  outlines. 

50.0  per  cent. — Select  illustrations  which  apply  to  life. 

30.3  per  cent. — Master  the  Biblical  setting. 

In  other  words,  nearly  all  Sunday  school  teachers  read 
their  lesson  over  carefully;  and  nearly  half  make  mental  note 
of  the  important  points  and  the  leading  questions  to  be  asked. 
Only  a  few  write  out  the  lesson  outline.  Seven  out  of  ten 
teachers  make  no  effort  to  master  Biblical  setting.  Half  of 
the  teachers  select  illustrations  which  will  apply  the  “truths” 
of  the  lesson  to  the  lives  of  the  pupils.  The  fact  that  four  out 
of  every  five  teachers  “pray  for  guidance”  as  a  part  of  their 
lesson  preparation  is  a  measure  of  the  spiritual  motive  which 
dominates  the  Sunday  school  teachers  of  Indiana.  See 
Table  CXXVI. 

But  when  do  Sunday  school  teachers  prepare  their  lessons  ? 
The  following  statements  will  indicate  when  1,628  Indiana 
teachers  say  they  prepare  their  lessons : 

43.5  per  cent. — Set  aside  a  definite  night  each  week  for  les¬ 

son  preparation. 

49.6  per  cent. — Prepare  their  lessons  early  Sunday  morning 

or  late  Saturday  night. 

2.6  per  cent. — Study  the  lesson  during  the  opening  exer¬ 
cises  of  the  Sunday  school. 

26.7  per  cent. — Have  some  time  definitely  set  aside  daily. 

(Most  of  this  group  are  also  included  with 
those  who  have  a  definite  night  each  week 
for  study.) 

[418] 


STANDARDS  AND  METHODS 


1.6  per  cent. — Prepare  the  lesson  when  the  class  reads  the 

lesson  at  the  beginning  of  the  recitation. 

Table  CXXVII  shows,  among  other  things,  that  more  men 
than  women  prepare  their  lessons  early  Sunday  morning  or 
late  Saturday  night. 

In  view  of  the  foregoing  statements,  it  is  interesting  to 
have  1,495  the  2,072  teachers  tell  the  amount  of  time  they 
spend  each  week  in  the  preparation  of  their  Sunday  school 
lessons.  One-fourth  of  the  men  spend  less  than  60.4  minutes 
each  week;  one-fourth  spend  more  than  128.7  minutes; 
between  these  two  quartiles  are  half  the  men  teachers.  The 
median  is  75.6  minutes. 

Each  week  one-fourth  of  the  women  spend  less  than  58.6 
minutes  on  their  Sunday  school  lessons,  and  one-fourth  spend 
124.7  minutes;  the  median  for  women  being  66.7  minutes. 
That  is  to  say,  there  are  as  many  women  Sunday  school 
teachers  who,  each  week,  spend  less  than  66.7  minutes  on 


TABLE  CXXVII  — THE  TIME  WHEN  PREPARATION  IS  MADE 
FOR  THE  TEACHING  OF  THE  NEXT  SUNDAY’S 
LESSON  BY  1,628  INDIANA  SUNDAY 
SCHOOL  TEACHERS 


Teachers  Checking  Time  Indicated 


A 


Time  When  Lesson  both  sexes 
Is  Prepared 

Per 

Number  Cent. 

Total  number  of  teachers 
reporting  .  1,628 

(a)  A  definite  night  during 

the  week . 705 

(b)  Early  Sunday  morning 
or  late  Saturday  night.. 

(c)  During  the  opening 

exercises  of  the  church 
school  . 

(d)  Some  time  definitely 

set  aside  daily .  434 

(e)  Prepared  at  the  time 

when  the  class  reads  the 
lesson  at  the  beginning 
of  the  recitation . 


808 


42 


26 


1.6 


MALES 

Per 

Number  Cent. 


100. 

43.3 

49.6 

2.6 

26.7 


423 

165 

257 

14 

99 


26.0 

39-0 

60.8 

33 

234 

1.7 


FEMALES 

Per 

Number  Cent. 


1,205 

540 

55i 

28 

335 

19 


74.0 

44.8 
45-7 

2.3 

27.8 

1.6 


(Table  based  on  data  from  423  of  563  males  and  1,205  of  1,509  females, 
or  1,628  of  2,072  teachers  included  in  this  survey.) 

[419] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CXXVIII  — THE  AGE-GROUPS  OF  PUPILS  TAUGHT 
AT  PRESENT  BY  1,283  INDIANA  SUNDAY 
SCHOOL  TEACHERS  AND  THE  MINUTES 
SPENT  WEEKLY  IN  PREPARA¬ 
TION  OF  THE  SUNDAY 
SCHOOL  LESSON 

Number 
of  Minutes 
Spent  in 

Preparation  Age-Groups  of  Pupils  Taught  at  Present 

of 


School 

4,  5 

4-1 1 

4-17 

6,  7,8 

6-1 1 

6-17 

9,  10,  11 
Yrs. 

9-14 

Lesson  Totals 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

Totals..  1 

,283 

78 

72 

10 

93 

50 

26 

151 

95 

0-  9 . 

3 

0 

2 

0 

0 

0 

0 

1 

0 

10-  19 . 

9 

2 

0 

0 

0 

1 

0 

3 

0 

20-  29 . 

27 

7 

1 

1 

5 

2 

2 

2 

3 

30-  39 . 

178 

19 

18 

0 

22 

12 

4 

3i 

14 

40-  49 . 

56 

2 

4 

2 

4 

3 

0 

8 

6 

50-59 . 

23 

1 

1 

0 

4 

0 

0 

5 

1 

60-  69 . 

403 

25 

28 

3 

37 

14 

10 

55 

3i 

70-  79 . 

7 

1 

0 

0 

0 

0 

0 

1 

2 

80-  89 . 

12 

0 

1 

0 

1 

0 

0 

1 

2 

90-99 . 

83 

5 

2 

1 

5 

5 

2 

5 

6 

100-109 . 

8 

0 

1 

0 

0 

0 

0 

0 

1 

110-119 . 

4 

0 

0 

0 

1 

1 

0 

0 

0 

120-129 . 

218 

7 

8 

2 

10 

7 

5 

21 

16 

130-139 . 

3 

0 

0 

0 

0 

0 

0 

0 

0 

140-149 . 

4 

1 

1 

0 

0 

0 

0 

0 

0 

150-199 . 

105 

4 

5 

0 

3 

1 

0 

7 

9 

200-299 . 

60 

3 

0 

0 

0 

0 

3 

5 

1 

300-399 . 

47 

0 

0 

0 

1 

2 

0 

5 

2 

400-499 . 

24 

1 

0 

I 

0 

2 

0 

1 

1 

500-599 . 

4 

0 

0 

0 

0 

0 

0 

0 

0 

600-699 . 

5 

0 

0 

0 

0 

0 

0 

0 

0 

(Table  based 

on 

data  from 

1,283 

of  2,072 

teachers  included  in 

this 

survey.) 


[420] 


STANDARDS  AND  METHODS 


TABLE  CXXVIII  —  Continued 


Age-Groups  of  Pupils  Taught  at  Present 


9-24  12-14 

Yrs.  Yrs. 


12 

0 

0 

o 

0 

o 

o 

6 

0 

o 

1 

0 

0 

3 

o 

o 

I 

I 

0 

o 

o 


141 

o 

I 

I 

17 

7 

5 

46 

o 

1 

10 

o 

1 

21 

1 

1 

14 

3 

7 

3 

1 


12-17  12+ 

Yrs.  Yrs 

66 


15-17  15+ 
Yrs.  Y  rs. 


0 

1 

1 

8 

5 

1 

24 

0 

o 

6 

o 

1 

5 

o 

o 

8 

1 

3 

1 

o 


10 

0 

o 

o 

o 

0 

o 

3 

o 

o 

1 

o 

o 

3 

0 

0 

0 

2 
1 
o 
o 


62 

o 

o 

o 

7 
3 

1 

15 

0 

o 

8 

1 

o 

13 

1 

0 

7 

5 

0 

1 

o 


72 

0 

o 

1 

9 

2 

0 

24 

1 

2 

1 

2 
o 

14 

o 

o 

8 

2 

2 

3 

1 


18-24 

Yrs. 

89 

o 

1 
o 

2 

4 

1 

18 

0 

1 

5 

o 

o 

26 

o 

I 

8 

9 

10 

1 

o 


18+ 

Yrs. 

16 


21+  25+ 
Yrs.  Yrs. 
226 


0 

o 

o 

I 

I 

0 

3 

0 

o 

3 

0 

0 

3 

o 

0 

3 

o 

1 

1 

o 


II 

o 

o 

o 

o 

1 

0 

2 
o 
0 
0 

o 

o 

5 

o 

o 

o 

3 

o 

o 

o 


o 

o 

1 

14 

4 

3 

58 

2 
2 

17 

3 

o 

48 

1 

o 

27 

22 

13 

8 

2 


o 


0 


0 


0 


All 

Ages 

3 

o 

o 

o 

o 

o 

o 

I 

o 

I 

o 

o 

o 

I 

o 

o 

0 

o 

o 

0 

o 

o 


[421] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


their  lessons  as  there  are  those  who  spend  more  time.  Table 
CXXVIII  shows  the  relative  amount  of  time  spent  in  lesson 
preparation  by  teachers  of  various  age-groups. 

Of  1,516  teachers  reporting,  658  use  the  Bible  and  Lesson 
Quarterly  exclusively  in  preparing  their  lessons;  and  858  use 
additional  lesson  helps. 

III.  Methods  of  Questioning 

To  show  the  methods  of  questioning  used  in  the  various 
age-groups,  the  teachers  were  asked  to  indicate  which  of  the 
following  questions  they  would  ask  their  present  class  if  they 
were  teaching  a  lesson  on  the  “Golden  Rule” : 

Under  what  conditions  did  Jesus  present  the  Golden  Rule? 

Explain  what  the  Golden  Rule  means. 

Repeat  the  Golden  Rule. 

Tell  a  story  that  you  have  read  which  illustrates  the  Golden 

Rule. 

Give  illustration  showing  how  your  friends  have  used  the 

Golden  Rule. 

Give  illustrations  of  failure  to  use  the  Golden  Rule. 

Give  illustrations  of  where  you  can  use  the  Golden  Rule. 

Eleven  hundred  ninety-nine  teachers  answered  these  ques¬ 
tions  and  also  gave  the  age-groups  of  their  Sunday  school 
classes. 

Table  CXXIX  shows  that  these  questions  are  used  indis¬ 
criminately  by  a  large  percentage  of  the  teachers  of  all  grades. 
The  use  of  the  negative  with  relation  to  the  positive  is 
virtually  the  same  in  all  age-groups.  There  is  a  uniformity  of 
distribution  of  the  questions  in  age-groups  which  cover  a  wide 
area — as  4-17  years;  6-17  years ;  9-24  years;  12-24  years.  The 
percentage  of  teachers  who  used,  as  a  criteria  for  the  testing 
of  their  teaching,  the  statement,  “Members  apply  truths  of 
their  lesson  to  daily  lives,”  was  43.6.  (See  Table  CXXV.) 
It  is  interesting  to  note  that  the  percentage  of  those  who  asked 
their  pupils  to  give  illustrations  of  how  their  friends  have 
used  the  Golden  Rule,  was  43.3 ;  and  the  percentage  of  those 

[422] 


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[423] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


who  asked  how  the  pupils  could  use  the  Golden  Rule  was  51.6. 
Fifty-one  (80  per  cent.)  of  the  teachers  of  children  4  and  5 
years  of  age  and  79  (or  40  per  cent.)  of  the  teachers  of  groups 
25  years  of  age  and  above  asked  their  classes  to  “Repeat  the 
Golden  Rule.” 

The  table  seems  to  show  an  instinctive  tendency  to  make 
the  lesson  plain  and  helpful  rather  than  a  conscious  application 
of  the  fine  art  of  questioning. 


TABLE  CXXX  — THE  AGE-GROUPS  OF  PUPILS  TAUGHT  AT 
PRESENT  BY  675  INDIANA  SUNDAY  SCHOOL  TEACHERS 
AND  TIME  WHEN  THE  LESSON  ASSIGNMENT  IS  MADE 

Time  When  Lesson  Assignment 
Is  Made 

/ - A - - 

Number  of  Teachers  Who  Make 
the  Assignment  at 


Total  the  beginning  of  the  end  of  the 

Reporting  the  recitation  recitation 


Age-Groups  of 
Pupils  Taught 

Number 

Per 

Cent. 

Number 

Per 

Cent. 

Number 

Per 

Cent. 

Totals. 

...  675 

100.0 

70 

10.4 

605 

89.6 

4-5  years  . 

16 

2.4 

1 

14 

15 

2.5 

4-1 1  “  . 

28 

4.1 

1 

14 

27 

4-3 

4-17  “  . 

4 

0.6 

0 

.0 

4 

0.7 

6-7-8  “  . 

...  41 

6.1 

8 

1 1.4 

33 

5-5 

6-1 1  “  . 

...  24 

3-6 

1 

14 

23 

3-8 

6-17  “  . 

...  15 

2.2 

2 

2.9 

13 

2.1 

9-10-n  “  . 

18.4 

8 

1 1.4 

116 

19.2 

9-14  “  . 

...  52 

7-7 

3 

43 

49 

8.1 

9-24  “  . 

8 

1.2 

1 

1.4 

7 

1.2 

12-13-14  “  . 

...  98 

145 

9 

12.9 

89 

14.7 

12-17  “  . 

.  39 

5-8 

3 

4-3 

36 

6.0 

12  “  . 

5 

0.7 

0 

.0 

5 

0.8 

15-16-17  “  . 

•••  33 

4-9 

5 

7.i 

28 

4.6 

15  “  . 

...  52 

7-7 

5 

7-1 

47 

7.8 

18-24  “  . 

•••  43 

6.4 

8 

1 14 

35 

5-8 

18  “  . 

6 

0.9 

1 

1.4 

5 

0.8 

21  “  . 

7 

1.0 

1 

1.4 

6 

1.0 

25  “  . 

...  78 

11.6 

3 

18.6 

65 

10.7 

All  ages  . 

0.3 

0 

.0 

2 

0.3 

(Table  based  on 

data  from  675  of 

the  2,072 

teachers  included 

in  this 

survey.) 


[424] 


STANDARDS  AND  METHODS 


IV.  The  Assignment  of  Lessons 

Nine  out  of  ten  teachers,  regardless  of  age-group  taught 
(See  Table  CXXX),  assign  their  lesson  at  the  close  of  the 
recitation.  The  median  time  consumed  in  lesson  assignments 
is  5  minutes  (See  Table  CXXXI).  Of  1,205  teachers  report¬ 
ing  on  the  lesson  assignment,  550  said  they  assumed  the  pupils 


TABLE  CXXXI  — THE  NUMBER  OF  MINUTES  SPENT  IN  MAK¬ 
ING  THE  LESSON  ASSIGNMENT  FOR  THE  FOLLOWING 
SUNDAYS  BY  641  INDIANA  SUNDAY 
SCHOOL  TEACHERS 

Number  Teachers  Using 
Indicated  Time  in 

Number  Minutes  Spent  in  Making  Lesson  Assignment 


Assignment 

M  ales 

Females 

Totals. . . . 

164 

477 

15 

46 

6 

12 

22 

58 

3 . 

28 

83 

4 . 

4 

14 

5 . 

68 

184 

6 . 

2 

4 

7 . 

0 

4 

8 . 

0 

6 

9 . 

0 

1 

16 

57 

11  or  more . 

3 

0 

Statistical  Measures  : 

Median . 

50 

5-0 

Q* . 

2.9 

3-0 

Qa . 

5.7 

5.8 

(Table  based  on  data  from  164  of  563  males  and  477  of  1,509  females, 
or  641  of  2,072  teachers  included  in  this  survey.) 

would  take  the  next  lesson  and  made  no  assignment.  Table 
CXXXII,  however,  shows,  among  other  facts,  a  tendency  to 
direct  the  study  of  pupils.  This  tendency  to  guide  the  work  of 
students  does  not  appear  to  be  affected  by  age-groups. 

There  are  signs  of  the  presence  of  a  definite,  but  not  wide¬ 
spread,  demand  for  approved  standards  and  methods  in  the 
educational  work  of  the  teachers  who  replied  to  the  questions 

[425] 


TABLE  CXXXII  —  THE  AGE-GROUPS  OF  PUPILS  TAUGHT  AT  PRESENT  BY  1,205  INDIANA  SUNDAY 
SCHOOL  TEACHERS  AND  THINGS  DONE  BY  THE  TEACHER  IN  ASSIGNING 

THE  LESSON  FOR  THE  NEXT  SUNDAY 


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[426] 


STANDARDS  AND  METHODS 


on  these  topics.  The  upper  one-fourth  are  struggling  to  better 
the  conditions  of  the  Sunday  school ;  and  this  survey  shows  the 
presence  of  a  group  of  earnest  and  progressive  teachers  who 
will  respond  gladly  to  a  forward-looking  educational  program. 
There  are,  however,  the  unmistakable  marks  of  pedagogical 
“quackery.”  The  great  majority  are  doing  the  best  they  can 
with  the  light  they  have. 


[427] 


Chapter  XV 


CLASSIFICATION  OF  INDIANA  SUNDAY 

SCHOOL  TEACHERS 

I.  Need  of  a  Classification  Plan 

It  has  seemed  desirable  to  devise  some  plan  for  classifying 
the  Sunday  school  teachers  of  Indiana  on  the  basis  of  general 
education,  professional  training,  and  teaching  experience. 
Such  a  plan  should  make  it  possible  to  group  the  entire  teach¬ 
ing  body  into  a  few  general  classes  to  which  could  be  applied 
certain  scales  or  units  of  measurement  to  indicate  degrees  of 
proficiency  in  each  element  entering  into  the  classification.  It 
is  quite  customary  to  group  public  school  teachers  into  classes 
on  the  basis  of  scholarship,  training  and  experience.  Incen¬ 
tives  in  the  form  of  promotions,  increased  salary,  or  other 
rewards  are  used  to  encourage  teachers  to  meet  the  conditions 
necessary  to  pass  from  lower  to  higher  grades.  It  is  hoped 
that  a  similar  use  may  be  made  of  a  plan  to  classify  Sunday 
school  teachers. 

II.  The  Plan  Described 

On  the  opposite  page  will  be  found  a  plan  for  the  classi¬ 
fication  of  Sunday  school  teachers.  (See  Table  CXXXIII.) 
It  assumes  that  in  addition  to  high  moral  character  and  a 
profound  religious  experience,  the  three  elements  most  essen¬ 
tial  to  a  successful  Sunday  school  teacher  are  general  educa¬ 
tion,  professional  training,  and  teaching  experience.  On  the 
scale  of  ioo  per  cent.,  it  was  assumed  that  these  three  elements 
should  be  rated  50  per  cent.,  35  per  cent,  and  15  per  cent., 
respectively.  The  fact  that  teaching  experience  in  the  Sunday 
[428] 


CLASSIFICATION  OF  SUNDAY  SCHOOL  TEACHERS 


TABLE  CXXXIII  —  A  CLASSIFICATION  PLAN  FOR  SUNDAY 
SCHOOL  TEACHERS  ON  THE  BASIS  OF  GENERAL 
EDUCATION,  PROFESSIONAL  TRAINING 
AND  TEACHING  EXPERIENCE 


Class 

General 

Education 

Group 

Professional 

T  raining 

Grade 

T  e  aching 
Experience 

A 

Sixteen  or  more 

1. 

(a)  Five  courses  in  Re- 

years  of  school- 

ligious  Education,  two  of 

a. 

Three  years 

50 

ing 

35 

which  may  be  general 

or  more 

per 

per 

education  courses,  or  (b) 

15 

cent. 

cent. 

three  years  in  approved 

per 

community  training 

cent. 

school 

B 

Fourteen  years 

2. 

Three  religious  educa- 

of  schooling 

tion  courses  in  college  or 

b. 

Two  years 

40 

and  less  than 

25 

normal  school,  or  (b) 

per 

sixteen 

per 

two  years  in  community 

10 

cent. 

cent. 

training  school,  or  (c) 

per 

one  year  in  community 

cent. 

training  school  and  40 

weeks  in  teacher  training 

class 

C 

Twelve  years 

3- 

(a)  Twenty-four  weeks 

of  schooling 

in  community  training 

c. 

One  year 

30 

and  less  than 

15 

school,  or  (b)  sixty 

per 

fourteen 

per 

weeks  in  approved 

5 

cent. 

cent. 

teacher  training  course, 

per 

or  school  of  Principles 

cent. 

and  Methods 

D 

Ten  years  of 

4- 

(a)  Forty  weeks  in 

schooling  and 

teacher  training  class,  or 

d. 

Less  than 

20 

less  than  twelve 

10 

(b)  equivalent  lessons 

one  year 

per 

per 

in  community  training 

0 

cent. 

cent. 

school  and  Schools  of 

per 

Principles  and  Methods 

cent. 

E 

Eight  years  of 

5- 

Ten  weeks  in  teacher 

schooling  and 

training  class  or  equiv- 

10 

less  than  ten 

5 

alent  in  schools  of  Prin- 

per 

per 

ciples  and  Methods,  or 

cent. 

cent. 

summer  conferences 

F 

Less  than  eight 

6. 

Less  than  ten  weeks  of 

years  of  school- 

teacher  training 

5 

ing 

0 

per 

per 

cent. 

cent. 

[429] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


school  is  usually  unsupervised  and  therefore  not  highly  con¬ 
ducive  to  professional  growth  led  this  item  to  be  rated  rela¬ 
tively  low.  General  education  was  given  the  major  rating 
because  it  was  recognized  that  a  trained,  well-informed  mind 
can  most  skilfully  meet  and  master  the  problems  that  confront 
a  religious  leader  in  the  present  age. 

Three  columns  on  the  classification  chart  are  divided  as 
follows : 

First  Column:  General  Education 


Class  A. 

Class  B. 

Class  C. 
Class  D. 
Class  E. 
Class  F. 


All  teachers  who  have  had  sixteen  or  more  years 
of  schooling.  This  includes  all  who  have  had  four 
or  more  years  of  college  or  university  training. 
Rating,  50  per  cent . 

All  teachers  who  have  had  fourteen  years  of 
schooling  and  less  than  sixteen.  Rating,  40  per 
cent. 

All  teachers  who  have  had  twelve  years  of  school¬ 
ing  and  less  than  fourteen.  Rating,  30  per  cent. 
All  teachers  who  have  had  ten  years  of  schooling 
and  less  than  twelve.  Rating,  20  per  cent. 

All  teachers  who  have  had  eight  years  of  school¬ 
ing  and  less  than  ten.  Rating,  10  per  cent. 

All  teachers  who  have  had  less  than  eight  years 
of  schooling.  Rating,  5  per  cent. 


Second  Column:  Professional  Training 


Group  1. 


Group  2. 


Group  3. 


Group  4. 

[430] 


(a)  Five  courses  in  religious  education  in  college 
or  in  normal  school,  two  of  which  may  be  gen¬ 
eral  education  courses,  or  (b)  Three  years  in  an 
approved  community  training  school.  Rating,  35 
per  cent. 

(a)  Three  religious  education  courses  in  college 
or  normal  school,  or  (b)  Two  years  in  community 
training  school,  or  (c)  One  year  in  community 
training  school  and  40  weeks  in  teacher  training 
class.  Rating,  25  per  cent. 

(a)  Twenty-four  weeks  in  community  training 
school,  or  (b)  Sixty  weeks  in  approved  teacher 
training  course,  or  school  of  principles  and 
methods.  Rating,  15  per  cent. 

(a)  Forty  weeks  in  teacher  training  class  or 
equivalent  lessons  in  community  training  school 


CLASSIFICATION  OF  SUNDAY  SCHOOL  TEACHERS 


and  schools  of  principles  and  methods.  Rating, 
io  per  cent. 

Group  5.  Ten  weeks  in  teacher  training  class  or  equivalent 
in  schools  of  principles  and  methods,  or  summer 
conferences.  Rating,  5  per  cent. 

Group  6.  Less  than  ten  weeks  of  teacher  training.  Rating, 
o  per  cent. 


The  following  definitions  have  been  used  in  the  application 
of  this  standard  to  the  teachers  of  Indiana : 

a.  A  course  for  the  purpose  of  this  classification  is  a  class 
in  college  or  teacher-training  school  of  college  grade  re¬ 
citing  two  or  three  hours  each  week  for  one  semester. 

b.  A  community  training  school  is  a  community  school 
offering  a  course  of  study  covering  a  period  of  years 
(usually  three)  and  continuing  from  24  to  30  weeks  each 
year,  with  a  required  number  and  distribution  of  courses 
for  graduation. 

c.  A  teacher  training  class  in  the  local  church  or  community 
includes  any  course  of  instruction  given  in  the  church 
or  community  for  the  purpose  of  training  Sunday  school 
teachers  and  officers. 

d.  A  summer  conference  course,  for  purposes  of  this  classi¬ 
fication,  must  have  a  regular  course  of  instruction  for  the 
training  of  teachers,  with  fixed  standards  for  certificate  or 
other  recognition. 

e.  A  school  of  principles  and  methods  is  an  intensive  five- 
or  ten-day  school  or  institute  organized  under  denomina¬ 
tional  or  interdenominational  auspices,  requiring  not 
fewer  than  twenty  class  periods  and  providing  for  de¬ 
partmental  specialization. 


Third  Column:  Teaching  Experience 


Grade  a. 

Grade  b. 

Grade  c. 
Grade  d. 


Three  years  of  teaching  experience,  two  of  which 
may  have  been  in  public  or  private  schools. 
Rating,  15  per  cent. 

Two  years  of  teaching  experience,  one  of  which 
may  have  been  in  public  or  private  schools. 
Rating,  10  per  cent. 

One  year  of  teaching  experience.  Rating,  5  per 
cent. 

Less  than  one  year  of  teaching  experience. 
Rating,  o  per  cent. 

[431] 


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[434] 


CLASSIFICATION  OF  SUNDAY  SCHOOL  TEACHERS 


III.  The  Plan  Applied  to  Sunday  School 
T  eachers 

Among  the  2,072  teachers  who  returned  question  sched¬ 
ules,  1,374  gave  full  information  as  to  all  the  facts  required 
for  the  use  of  the  Sunday  School  Teachers’  Classification  Plan 
described  in  the  foregoing  pages.  Accordingly  these  teachers 
have  been  grouped  first  into  the  six  general-education  classes; 
then,  into  the  six  professional  groups;  then,  into  the  four 
teaching  experience  grades. 

Throwing  the  1,374  teachers  into  the  three  general  groups 
we  get  the  following  table : 


General  Education  Professional  Training  Teaching  Experience 


Per 

Per 

Per 

Class  Number 

Cent. 

Group 

Number 

Cent. 

Grade  Number 

Cent, 

Class  A..  162 

11.8 

Group  1 . 

89 

6.5 

Grade  a. . 

978 

71.2 

Class  B..  78 

57 

Group  2. 

.  84 

6.2 

Grade  b. . 

130 

9-5 

Class  C. .  396 

28.8 

Group  3. 

.  no 

8.0 

Grade  c . . 

171 

12.4 

Class  D. .  236 

17.2 

Group  4. 

.  222 

16.2 

Grade  d. . 

95 

6.9 

Class  E..  393 

28.6 

Group  5. 

.  159 

11.6 

Class  F. .  109 

7.9 

Group  6. 

.  710 

517 

Median  case  falls 

in 

Median 

case  falls  in 

Median 

case  falls  in 

Class  D  Group  6  Grade  a 

The  median  Sunday  school  teacher,  of  the  1,374  rated 
above,  has  had  ten  to  twelve  years  of  schooling,  less  than  ten 
weeks  of  teacher-training  and  three  or  more  years  of  experi¬ 
ence.  Tables  CXXXIV,  CXXXV,  and  CXXXVI  should  be 
carefully  studied.  The  different  ratings  of  male  and  female 
teachers,  and  urban  and  rural  teachers,  are  shown  in  these 
tables. 


IV.  Education ,  Training  and  Teaching  Ex¬ 
perience 

Table  CXXXVII  is  a  combination  of  Tables  CXXXIV, 
CXXXV,  and  CXXXVI.  The  first  column  to  the  left  shows 
the  six  general  education  classes.  Each  class  should  be  read 

[435] 


TABLE  CXXXVII  —  A  TEACHER-CLASSIFICATION  CHART  SHOWING  1,374  INDIANA  SUNDAY 
SCHOOL  TEACHERS  DISTRIBUTED  WITH  REFERENCE  TO  SEX,  AND  CERTAIN  DESIG¬ 
NATED  CLASSIFICATION  GROUPS  BASED  UPON  YEARS  OF  GENERAL  EDUCA¬ 
TION,  PROFESSIONAL  TRAINING  AND  TEACHING  EXPERIENCE 


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[437] 


(For  interpretation  of  this  table  see  pages  435,  438  and  439.) 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


in  connection  with  everything  to  the  right  of  it,  between  the 
open  spaces. 

The  second  column  gives  the  six  professional  groups  for 
each  of  the  six  general  education  classes  and  this  column 
should  be  read  in  connection  with  everything  to  the  right  of  it. 

Immediately  below  the  title  of  the  table  is  a  column,  run¬ 
ning  entirely  across  the  page,  giving  the  four  grades  of  teach- 


TABLE  CXXXVIII  — GENERAL  EDUCATION,  PROFESSIONAL 
TRAINING  AND  TEACHING  EXPERIENCE  OF  i,374 
INDIANA  SUNDAY  SCHOOL  TEACHERS  RATED 
ON  A  PERCENTAGE  BASIS 

(For  method  of  rating  see  pages  429-431.) 


Percental 

Totals 

Rural  and  Urban 
Communities 

Rating 

Total  reporting. . . . 

i,374 

Males 

364 

Females 

1,010 

100% . 

Percentage 
.  4-3 

58 

37 

21 

95  . 

2 

1 

1 

90  . 

.  33 

45 

20 

25 

85  . 

1 

0 

1 

80  . 

.  37 

50 

18 

32 

75  . . 

.  1.6 

22 

7 

15 

70  . 

.  3-9 

53 

15 

38 

65  . 

.  i.9 

26 

11 

15 

60  . 

.  2.7 

37 

4 

33 

55  . 

.  6.4 

88 

12 

76 

50  . 

.  5-4 

74 

12 

62 

45  . 

150 

28 

122 

40  . 

.  5-7 

78 

18 

60 

35  . 

142 

40 

102 

30  . 

.  7-0 

96 

19 

77 

25  . 

.  174 

239 

63 

176 

20  . 

.  7-2 

99 

33 

66 

15  . 

.  4-5 

61 

11 

50 

10  . 

.  3-2 

43 

12 

3i 

5  . 

10 

3 

7 

Statistical  Measures  : 

Mode . 

Qi . 

25% 

27-3 

Median 

Median 

Median . . 

39-9 

41.3 

39-8 

q3 . . . 

57-2 

(Table  based  on  data  from  1,374  of  the  2,072  teachers  included  in  this 
survey.) 

[438] 


CLASSIFICATION  OF  SUNDAY  SCHOOL  TEACHERS 


ing  experience  for  both  sexes  with  percentages  designated  for 
each  grade. 

If  the  reader  will  now  fix  his  eye  on  the  column  marked 
“Totals”  near  the  top  of  the  table,  he  will  find,  just  to  the  right 
of  the  grand  total,  the  number  978.  This  indicates  that  there 
are  978  teachers  who  are  in  grade  a  as  to  teaching  experience. 
Each  of  these  teachers  is  entitled  to  15  per  cent,  on  this  item. 
Just  below  978  is  the  number  58.  This  means  that  58  teachers 
who  are  in  grade  a  in  teaching  experience  are  also  in  group  1 


SUNDAY 

SCHOOLS 


RJBLIC 

SCHOOLS 


100% 


Below  Standards 
Just  Meeting  Standards 
Above  Standards 


Chart  LXIII  —  Percentage  of  Indiana  Public  School  Teachers 
“Above,”  “Below”  and  “Just  Meeting”  the  Minimum  Stan¬ 
dards  for  Rural  Public  School  Teachers  Compared 
with  the  Percentages  of  Indiana  Sunday  School 
Teachers  Surveyed  “Above,”  “Below,”  and 
“Just  Meeting”  Equivalent  Standards. 


as  to  professional  training  and  in  class  A  as  to  general  educa¬ 
tion.  Each  of  the  58  teachers  would  rate  100  per  cent.  In 
like  manner  the  other  columns  should  be  interpreted. 

Classifying  the  1,374  teachers  on  a  percentage  basis  for 
purposes  of  more  simple  grouping,  we  get  Table  CXXXVIII, 
which  reveals  to  us  the  startling  fact  that  the  largest  single 
group  of  teachers  are  25  per  cent,  efficient  on  the  basis  of  our 
Classification  Plan.  The  median  for  all  groups  is  39.9  per 
cent,  for  rural  teachers,  the  median  is  29.8  per  cent,  for  males, 
and  30.3  per  cent,  for  females ;  for  urban  teachers  the  median 
is  45.3  per  cent,  for  males,  and  43.1  per  cent,  for  females. 
One-fourth  of  all  the  teachers  are  below  27.3  per  cent. ;  one- 

[439] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CXXXIX  —  THE  PRESENT  AGE  (BY  FIVE-YEAR  AGE- 
GROUPS)  AND  GENERAL  EDUCATION  (BY  TWO-YEAR 
AGE-GROUPS  ABOVE  ELEMENTARY  SCHOOL)  OF 
1,867  INDIANA  SUNDAY  SCHOOL  TEACHERS 

Total 


Years  of 

in  Each 

Per 

General  Education 

Class 

Cent. 

10-14 

15-19  20-24 

Male  Teachers 

Totals. . . 

.  492 

26.35 

1 

23 

32 

Class 

F 

Less  than  8 

years . 

•  49 

9-95 

1 

3 

0 

a 

E 

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ii 

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3 

ii 

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10 

ii 

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ii 

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ii 

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ii 

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20.93 

0 

0 

5 

Female  Teachers 

Totals. . . 

•  L375 

73.65 

9 

158 

178 

Class  F 

Less  than  8 

years . 

.  IOI 

7.35 

3 

I 

9 

ii 

E 

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ii 

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31.49 

5 

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27 

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10.0-11.99 

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19.20 

0 

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1 2.0- 1 3.99 

ii 

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31.42 

1 

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it 

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a 

.  63 

4.58 

0 

3 

11 

ii 

A 

16.0-above 

a 

82 

5.96 

0 

0 

13 

Male  and  Female  Teachers 

Totals. . . 

.  1,867 

100.00 

10 

181 

210 

Class  F 

Less  than  8 

years . 

.  150 

8.03 

4 

4 

9 

ii 

E 

8.0-  9.99 

ii 

.  579 

3101 

5 

36 

36 

H 

D 

10.0-11.99 

ii 

•  352 

18.85 

0 

56 

21 

ii 

C 

12.a-13.99 

ii 

.  507 

27.16 

1 

79 

no 

ii 

B 

14.0-15.99 

ii 

.  94 

5.03 

0 

6 

16 

ii 

A 

16.0-above 

a 

.  185 

9.91 

0 

0 

18 

[440] 


CLASSIFICATION  OF  SUNDAY  SCHOOL  TEACHERS 


TABLE  CXXXIX  —  Continued 

Present  Ages,  in  Years,  of  Sunday  School  Teachers 
25-29  30-34  35-39  40-44  45-49  50-54  55~59  60-64  65-69  70-74  75-79  80-84 


38 

59 

73 

59 

70 

50 

35 

17 

19 

7 

6 

3 

I 

3 

6 

8 

7 

9 

4 

I 

4 

1 

1 

0 

5 

16 

21 

13 

23 

16 

14 

8 

9 

2 

4 

2 

2 

7 

8 

14 

15 

13 

12 

2 

3 

3 

I 

0 

10 

12 

13 

8 

6 

3 

0 

3 

1 

1 

0 

0 

4 

2 

2 

7 

3 

3 

1 

0 

I 

0 

0 

0 

16 

19 

23 

9 

16 

6 

4 

3 

1 

0 

0 

I 

169 

184 

195 

162 

126 

83 

54 

37 

15 

3 

2 

0 

7 

14 

22 

12 

20 

3 

7 

1 

2 

0 

0 

0 

42 

58 

72 

69 

45 

36 

20 

16 

7 

2 

1 

0 

27 

3i 

47 

27 

25 

15 

13 

5 

4 

1 

0 

0 

63 

59 

35 

40 

21 

18 

11 

11 

1 

0 

0 

0 

10 

11 

8 

5 

6 

5 

1 

2 

I 

0 

0 

0 

19 

11 

11 

9 

9 

6 

2 

2 

0 

0 

0 

0 

207 

243 

268 

221 

196 

1 33 

89 

54 

34 

10 

8 

3 

8 

1 7 

28 

20 

27 

12 

11 

2 

6 

I 

1 

0 

48 

74 

93 

82 

68 

52 

34 

24 

16 

4 

5 

2 

29 

38 

55 

4i 

40 

28 

25 

7 

7 

4 

1 

0 

73 

7 1 

48 

48 

27 

4i 

11 

14 

2 

I 

1 

0 

14 

13 

10 

12 

9 

8 

2 

2 

2 

0 

0 

0 

35 

20 

34 

18 

25 

12 

6 

5 

I 

0 

0 

I 

[441] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


fourth  are  above  57.2  per  cent.  There  are  as  many  below 
39.9  per  cent,  as  there  are  above  that  per  cent.  The  typical 
Indiana  Sunday  school  teacher,  if  our  sampling  is  representa¬ 
tive,  is  a  40  per  cent,  teacher  on  the  basis  of  general  education, 
professional  training  and  teaching  experience.  Male  teachers 
in  the  city,  grade  higher  than  female  city  teachers.  Female 
rural  teachers  grade  slightly  higher  than  the  male  rural  teach¬ 
ers.  City  teachers  grade  higher  than  rural  teachers. 

Chart  LXII,  on  page  410,  shows  graphically  the  rating  of 
1,374  Indiana  Sunday  school  teachers.  Table  CXLI  shows 
that  teachers  rating  low  in  general  education  are  not  con¬ 
fined  to  the  older  teachers,  and  suggests  that  the  graduates  of 
the  Indiana  high-schools  and  colleges  are  not  being  secured  in 
sufficient  numbers  for  the  teaching  service  of  the  churches. 

V.  Sunday  School  and  Public  School  T eachers 

In  order  to  be  eligible  to  teach  in  the  rural  public  schools 
of  Indiana,  a  person  must  have  graduated  from  an  accredited 
high  school,  must  possess  a  one-year  teacher’s  certificate,  and 
must  have  received  at  least  twelve  weeks  of  instruction  in  an 
approved  summer  school  or  its  equivalent.  The  professional 
training  given  in  the  twelve-weeks’  summer  school  comprises 
two  of  the  three  courses  offered  for  a  period  of  sixty  days. 

All  of  the  rural  public  school  teachers  in  Indiana  meet  this 
standard ;  48  per  cent,  are  above  the  minimum  standard. 

An  equivalent  of  this  minimum  standard  for  Sunday  school 
teachers  would  require  twelve  years  of  schooling  and  180  reci¬ 
tation  periods  in  professional  and  Biblical  subjects.  Applying 
this  standard  to  the  1,374  Indiana  Sunday  school  teachers,  we 
find  but  2.04  per  cent,  who  just  meet  the  standard,  10. 11  per 
cent,  who  are  above  the  minimum  standard,  and  87.84  per  cent, 
who  are  below  it.  Chart  LXIII,  on  page  439,  shows  graphi¬ 
cally  the  relative  rating  of  Indiana  rural  public  school  teachers 
and  both  rural  and  urban  Sunday  school  teachers. 

The  churches  of  Indiana  can  not  retain  their  leadership 
unless  they  find  some  way  to  improve  the  teaching  efficiency  in 
the  church  schools. 

[442] 


CLASSIFICATION  OF  SUNDAY  SCHOOL  TEACHERS 

VI.  Summary 

The  median  Indiana  Sunday  school  teacher  has  had  eleven 
years  of  schooling. 

The  median  Indiana  Sunday  school  teacher  has  had  fewer 
than  ten  weeks  of  professional  training. 

The  median  Indiana  Sunday  school  teacher  has  had  six  and 
one-half  years  of  teaching  experience. 

Counting  50  per  cent,  for  general  education,  35  per  cent, 
for  professional  training  and  15  per  cent,  for  teaching  experi¬ 
ence,  the  typical  Indiana  Sunday  school  teacher  would  grade 
39.9  per  cent.,  and  the  largest  single  group  of  teachers  would 
grade  25  per  cent. 

Compared  with  the  rural  public  school  teachers  of  Indiana, 
it  may  be  said  that  87.7  per  cent,  of  all  of  the  Sunday  school 
teachers  of  Indiana  fall  below  the  lowest  standards  which  are 
accepted  by  the  state  for  rural  public  school  teachers  in  the 
state. 

It  is  well  to  recall,  in  connection  with  these  startling  state¬ 
ments,  the  superb  spiritual  preparation  of  the  Indiana  Sunday 
school  teachers,  and  to  express  the  conviction  that,  under  wise 
leadership,  they  will  “study  diligently”  that  they  may  become 
workmen  who  can  “rightly  divide  the  word  of  God.” 


[443] 


Chapter  XVI 


SUPERVISION  OF  TEACHING 
I.  By  General  Superintendents 

THE  SUPERINTENDENT  AS  ADMINISTRATOR  AND  SUPERVISOR 

The  chief  executive  officer  of  the  Sunday  school  is  called 
superintendent.  As  superintendent,  this  officer  has  been 
charged  with  the  duty  of  administering  the  regular  program 
of  the  school,  recruiting  its  teaching  force,  building  up  its 
attendance,  holding  workers’  conferences,  directing  its  finances, 
etc.  But  all  this  is  administrative,  not  supervisory.  The  task 
of  the  supervisor  is  to  improve  the  quality  of  instruction  and 
to  increase  the  efficiency  of  administration.  The  supervisor 
works  within  the  system  which  the  executive  is  operating.  He 
tests  results,  introduces  new  methods,  guides  teachers  and 
officers  in  the  development  of  new  processes  and  in  the  acquisi¬ 
tion  of  skill  in  the  performance  of  their  several  duties.  It  is 
quite  possible  for  one  person  to  act  both  as  executive  and  as 
supervisor;  but  supervision  and  administration  remain  two 
distinct  functions. 

This  chapter  will  present  the  data  secured  in  the  survey  of 
255  Indiana  churches  on  the  subject  of  supervision.  This  part 
of  the  inquiry  had  for  its  objective  the  answer  to  these  ques¬ 
tions:  “To  what  extent  is  religious  education  actually  super¬ 
vised  in  Indiana  churches?”  “By  whom  are  the  church  schools 
supervised?”  “What  are  the  characteristic  methods  of  super- 
vision? 

GENERAL  QUALIFICATIONS  OF  SUPERINTENDENTS 

The  Indiana  Sunday  school  superintendents  are  voluntary 
workers  selected  because  of  their  interest  in  church  work  in 
general  and  in  the  religious  training  of  boys  and  girls  in 

[444] 


SUPERVISION  OF  TEACHING 


particular.  All  of  the  256  superintendents  furnished  some 
information  regarding  themselves  and  their  work.  Fifty-two 
failed  to  answer  the  question  as  to  salary,  but  all  the  remainder 
replied  that  they  served  the  Sunday  school  without  financial 
remuneration.  That  the  Sunday  school  superintendents  are 
selected  from  the  dependable  lay  workers  of  the  local  church  is 
shown  by  the  fact  that  the  median  for  the  length  of  church 
membership  of  240  superintendents  is  21.7  years,  and  the 
median  for  the  length  of  time  which  these  superintendents  have 
been  teachers  in  a  Sunday  school  is  5  years.  The  median  age 
of  249  superintendents  is  41.2  years,  which  is  approximately 
that  of  the  male  Sunday  school  teacher.  One- fourth  of  them 
are  under  34.7  years,  and  one-fourth  are  over  50.5  years. 
The  typical  Sunday  school  superintendent  does  not  let  the 
duties  of  the  office  seriously  interfere  with  his  regular 
business. 

The  experience  of  the  median  Sunday  school  superin¬ 
tendent  as  a  superintendent  is  3.3  years,  but  the  median 
length  of  time  the  255  superintendents  have  held  their  present 
offices  is  somewhat  shorter.  One-fourth  have  held  their  pres¬ 
ent  positions  less  than  1.1  year;  one-fourth  have  been  in  their 
present  position  more  than  5.4  years:  but  the  middle  point  of 
service  is  2.4  years.  This  virtually  means  that  every  two  or 
three  years  new  sets  of  executive  and  supervisory  officers  are 
placed  in  charge  of  the  Sunday  schools  of  Indiana. 

These  superintendents  come  to  their  office  with  almost  no 
training  for,  or  experience  in,  educational  supervision.  Only  16 
of  the  255  report  experience  as  public  school  supervisors;  and 
only  50  have  taught  in  public  or  private  schools.  Of  the  50 
teachers  who  had  had  public  school  experience,  43  had  taught 
in  the  elementary  grades,  14  in  high  schools  or  academies,  2  in 
normal  schools  and  7  in  colleges  or  universities. 

One-fourth  of  the  237  superintendents  reporting  on  the 
amount  of  their  schooling  have  attended  school  less  than  8.2 
years;  one-fourth  have  attended  more  than  13.5  years;  the 
median  for  all  of  these  superintendents  is  8.8  years.  There  are 
as  many  who  have  had  less  than  nine  years  of  instruction  as 
there  are  who  have  had  more  than  that  amount  of  schooling. 

[445] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


How  many  of  these  superintendents  actually  attempt  to 
supervise  the  education  work  under  their  direction  or  to  secure 
such  supervision?  Two  hundred  fifty-two  superintendents  fur¬ 
nished  information  on  this  subject.  One  hundred  fifty-six  said 
that  no  attempt  whatever  was  made  to  supervise  the  work  of 
their  schools.  The  remaining  ninety-six  report  supervision  by 
one  or  more  of  the  following  persons :  the  superintendent  of 
the  Sunday  school,  65;  director  of  religious  education,  6; 
departmental  superintendents,  22 ;  assistant  superintendents,  3 ; 
supervisor  of  teaching,  3;  pastor,  15. 

MOTIVES  FOR  ACCEPTING  SUPERINTENDENCY 

The  same  motives  which  influence  men  and  women  to 
become  Sunday  school  teachers  influence  them  to  assume  the 
leadership  of  a  school.  The  dominant  motive  in  all  cases  is  a 
desire  to  render  service  to  the  church  in  this  way. 

The  influences  which  led  255  Indiana  superintendents  into 
their  present  position,  in  the  order  of  their  relative  ranking, 
are: 

Desire  to  render  service  to  the  church  in  this  manner. . .  108 


No  one  else  available .  90 

Outside  pressure  .  39 

Interest  in  the  moral  and  religious  education  of  children  27 

Enjoyment  in  supervising  and  improving  teaching .  3 

Love  for  administrative  work .  3 


While  the  position  is  literally  forced  upon  a  large  number 
of  superintendents,  the  motive  which  induces  the  majority  of 
them  to  accept  the  work,  even  under  pressure,  is  love  of 
church,  love  of  society  or  love  of  children. 

SUPPLY,  PLACEMENT  AND  RETENTION  OF  TEACHERS 

The  Supply  of  Teachers.  One  of  the  most  im¬ 
portant  tasks  of  an  educational  administrator  is  the  supply 
and  placement  of  teachers.  Many  Sunday  school  superin¬ 
tendents  feel  that  their  chief  duty  is  to  keep  the  teaching  ranks 
recruited.  Seventy-six  superintendents  report  that  they  have 

[446] 


SUPERVISION  OF  TEACHING 


no  difficulty  in  securing  teachers ;  174  report  this  as  one  of  their 
problems.  When  asked  why  people  declined  to  become  Sunday 
school  teachers,  the  following  were  given  as  the  chief  reasons : 
(1)  Indifference;  (2)  personal  sense  of  inability;  (3)  lack  of 
consecration;  (4)  unwillingness  to  take  responsibility;  (5) 
involves  too  much  work;  (6)  unwillingness  to  leave  adult 
class;  (7)  lack  of  education,  and  (8)  lack  of  adequate  training 
classes.  It  is  interesting  to  note  that  not  a  single  superin¬ 
tendent  gave  as  a  reason  for  his  shortage  of  teachers  “graded 
lessons  too  difficult.” 

Table  CXL,  however,  indicates  very  clearly  that  it  is  harder 
to  find  teachers  for  a  school  using  graded  lessons  than  for  one 
which  uses  ungraded  lessons. 

TABLE  CXL  — GRADED  OR  UNGRADED  LESSON  SYSTEMS 
IN  USE  IN  249  INDIANA  SUNDAY  SCHOOLS  AND 
THE  DIFFICULTY  OF  OBTAINING  SUNDAY 
SCHOOL  TEACHERS 

Schools  Using  the  Lesson  Systems 


Indicated 

REPORTING  REPORTING 


Gradation  of 

“no  difficulty”  in 

FINDING  SUNDAY 

SCHOOL  TEACHERS 

“difficulty”  IN 

FINDING  SUNDAY 

SCHOOL  TEACHERS 

Lesson  Systems 

Total 

Number 

Number 

Per  Cent. 

Number 

Per  Cent. 

Graded  . 

....  48 

8 

16.7 

40 

83.3 

Ungraded . 

. . . .  128 

45 

35-1 

83 

64.9 

Both  Graded  and 
graded . 

Un- 

....  73 

22 

30. 1 

5i 

69.9 

(Table  based  on  data  from  249  of  256  schools  surveyed.) 


The  Placement  of  Teachers.  One  hundred  ninety, 
out  of  two  hundred  fifty-two  superintendents  replying 
to  the  inquiry,  say  they  do  not  make  a  serious  effort  to  suit 
the  ability  of  the  teacher  to  the  age  and  general  character  of 
the  pupils  in  the  classes.  This  single  admission  is  one  of  the 
strongest  possible  evidences  of  the  incapacity  of  the  average 
Sunday  school  superintendent  to  direct  an  educational  pro¬ 
gram. 

The  Transfer  of  Teachers.  On  the  question  of 
the  transfer  of  teachers,  230  superintendents  reported : 

[447] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


124  said  that  teachers  had  been  transferred  to  other  classes 
upon  their  recommendations;  and  106  said  that  they  had  no 
authority  to  transfer  teachers.  This  power  is  vested  in  various 
bodies  in  the  schools  of  Indiana  such  as  ( 1 )  the  church  business 
meeting;  (2)  the  official  governing  church  board;  (3)  the 
church  committee  on  religious  education;  (4)  the  pastor; 
(5)  the  church  school  business  meeting;  (6)  the  church  school 
cabinet;  etc.  The  power  to  transfer  teachers  is  vested  in  the 
superintendent  in  fewer  than  50  per  cent,  of  the  cases.  Unless 
the  superintendent  is  given  large  power  to  control  the  place¬ 
ment  of  his  teachers  he  should  not  be  held  responsible  for  the 
character  of  the  educational  work  of  the  school. 

Fifty-seven  superintendents  report  the  transfer  of  one  or 
more  teachers  during  a  twelve-month  period  for  the  following 
reasons : 

Seven  transferred  three  teachers  each  for  inability  to  teach 
pupils  of  a  given  age. 

Five  transferred  three  teachers  each,  and  one  five  teachers, 
for  inability  to  discipline  pupils  of  a  given  age. 

Three  transferred  two  teachers  each;  thirty  transferred 
three  each;  six  transferred  five  each,  and  one  transferred  seven 
teachers  “because  there  was  greater  need  of  their  services  in 
another  class  or  office.” 

Dismissal  of  Teachers.  The  dismissal  of  teachers 
is  very  rare  in  the  Indiana  Sunday  schools.  Of  the  247 
officers  reporting  on  this  subject,  91.5  per  cent,  did  not  dismiss 
a  single  teacher  during  the  preceding  twelve  month  period. 
Eighteen  superintendents  (7.3  per  cent.)  dismissed  one  teacher 
each,  two  (0.8  per  cent.)  dismissed  two  teachers  each;  and  one 
(0.4  per  cent.)  dismissed  three  teachers.  One  hundred  thir¬ 
teen  said  they  did  not  have  the  authority  to  dismiss  teachers, 
this  power  being  exercised  by  other  persons  or  bodies  in  the 
church  or  church-school. 

There  will  surely  be  cases  in  all  schools  in  which  the  teacher 
is  maladjusted,  incompetent  and  otherwise  unfit  to  continue  in 
charge  of  the  class.  Unless  the  supervising  officer  has  the 
power  to  transfer  or  remove  such  teachers,  great  harm  is  sure 
to  come  to  the  pupils  who  ought,  above  all  else,  to  be  protected 

[448] 


SUPERVISION  OF  TEACHING 

from  spiritual  malpractise.  Fear  of  injuring  the  feelings  of 
adults  may  seriously  injure  the  lives  of  children. 

The  Resignation  of  Teachers.  To  what  extent  is 
the  teaching  body  depleted  each  year  because  teachers  resign 
or  “give  up"  teaching?  One  hundred  five,  or  41.8  per  cent., 
of  251  superintendents  reporting  on  this  subject,  did  not  lose  a 
single  teacher  during  the  year  previous  to  their  report  by  rea¬ 
son  of  resignation.  The  median  loss  per  school  during  the 
year,  for  the  entire  251  schools,  was  one  teacher  for  each 
school.  The  following  table  will  show  the  causes  to  which 
146  superintendents  attribute  the  loss  of  353  teachers  during 
one  year: 


Reasons  For  Giving  Up  Teaching  Number  PerCent. 

Lack  of  harmony  with  administration .  11  3.1 

Too  much  time  required  to  prepare  lessons .  17  4.8 

Lacking  interest  in  the  work .  38  10.8 

Inability  to  interest  the  class .  20  5.7 

Inability  to  discipline  the  class .  5  1.4 

Home  duties .  47  13.3 

Removal  from  community .  no  31.2 

Feeling  of  inability  to  teach .  14  4.0 

Results  do  not  justify  effort .  3  0.8 

Illness .  67  19.0 

Marriage .  21  6.0 


At  least  two-thirds  of  these  353  teachers  gave  up  teaching 
for  causes  which  were  clearly  justifiable.  Many  of  the  no 
teachers  who  “removed  from  the  community”  will  doubtless 
“take  up”  teaching  again  in  the  communities  to  which  they 
have  gone.  That  the  volunteer  system  of  supplying  teachers  is 
attended  by  so  little  loss  from  resignations  is  probably  due 
largely  to  two  causes  :  (1)  the  religious  motive  which  caused 
the  teacher  to  enter  the  service,  and  (2)  the  lack  of  strictly 
enforced  standards  of  efficiency  in  the  schools. 

Substitute  Teachers.  The  superintendent  is  respon¬ 
sible  for  furnishing  substitute  teachers  in  185  out  of  242 
cases.  In  31  cases  this  responsibility  is  left  to  the  teachers; 
in  15  cases  to  the  departmental  superintendents,  in  2  cases,  to 
a  special  officer;  and  in  9  cases  to  other  persons  not  desig¬ 
nated.  The  substitute  teachers  are  not  supplied  with  the 

[449] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CXLI  — THE  GRADATION  OF  LESSON  SYSTEMS  IN 
USE  IN  248  INDIANA  SUNDAY  SCHOOLS  AND  THE 
PERSON  RESPONSIBLE  FOR  FURNISHING  THE 
SUBSTITUTE  TEACHER 

Number 

of  Schools  Number  of  Schools  Which  Report  That 
Gradation  Reporting  the  Person  Responsible  for  Furnishing 


of  Which  Have  the  Substitute  Teacher  Is  the — 

Lesson  Lesson  f - * - * 

Systems  Systems  Depart- 

as  General  mental  Special  Other 

Indicated  Supt.  Supt.  Officer  Teacher  Person 

Graded .  49  34  7  1  H  3 

Ungraded .  128  105  2  1  19  5 

Both  Graded  and 

Ungraded .  71  47  13  0  29  5 


(Table  based  on  data  from  248  of  the  256  schools  surveyed.) 


regular  teachers’  outline,  in  135  out  of  233  cases.  The  substi¬ 
tute  teacher  is  notified  that  he  is  expected  to  supply  for  the 
regular  teacher  at  various  times  according  to  the  plans  reported 
by  239  superintendents.  Ninety-six  of  these  superintendents 
notify  substitute  teachers  during  the  preceding  week;  95 
notify  them  early  Sunday  morning;  18  notify  them  Sunday 
morning  after  they  arrive  at  the  church;  and  30  use  a  com¬ 
bination  of  these  plans.  As  to  the  supply  of  substitute  teach¬ 
ers  143  out  of  249  superintendents  say  they  have  no  definite 


TABLE  CXLII  — THE  GRADATION  OF  LESSON  SYSTEMS  IN 
USE  IN  231  INDIANA  SUNDAY  SCHOOLS  AND  WHETHER 
OR  NOT  THE  SUBSTITUTE  TEACHER  IS  PRO¬ 
VIDED  WITH  THE  REGULAR  TEACHER’S 
OUTLINE  OF  THE  LESSON 


Gradation 

of 

Lesson 

Systems 


Total  No. 
of  Schools 
Reporting 
Which  Have 
Lesson 
Systems 
of  the  Kind 
Indicated 


Graded .  44 

Ungraded .  116 

Both  Graded  and  Un¬ 
graded .  71 


Schools  Reporting  That  the 
Substitute  Teacher  Is — 


not  provided 

WITH  THE  REGULAR 

teacher’s  outline 
of  the  lesson 


provided 

WITH  THE  REGULAR 
teacher’s  OUTLINE 
OF  THE  LESSON 


Number  Per  Cent.  Number  Per  Cent. 
19  43-1  25  56.9 

74  63.7  42  36.3 


4i 


57-7 


30 


42.3 


(Table  based  on  data  from  231  of  the  256  schools  surveyed.) 

[450] 


SUPERVISION  OF  TEACHING 


plan  but  that  they  pick  out  substitute  teachers  from  Sunday  to 
Sunday  as  the  need  arises ;  47  appoint  a  substitute  teacher  for 
each  class  or  grade ;  44  appoint  two  or  three  general  substitute 
teachers  and  use  them  as  they  may  be  needed ;  1 1  use  combi¬ 
nations  of  the  foregoing  plans. 

Table  CXLI  indicates  that  in  schools  using  graded  lessons 
there  is  a  tendency  to  throw  the  responsibility  of  securing 
supply  teachers  on  to  the  teachers  themselves.  The  table  shows 

TABLE  CXLIII  — THE  GRADATION  OF  LESSON  SYSTEMS  IN 
USE  IN  242  INDIANA  SUNDAY  SCHOOLS  AND  TIME 
WHEN  THE  SUBSTITUTE  IS  USUALLY  IN- 


FORMED  HE  IS 

TO  TEACH 

Both  Graded 

Graded 

Ungraded 

and  Ungraded 

Lessons 

Time  No.  of 

Lessons 

Lessons 

When  Schools  47 

Substitute 

124 

7i 

Teacher  Is  Number  Using 

Number  Using 

Number  Using 

Informed  Tune  Indicated 

Time  Indicated 

Time  Indicated 

During  the  preceding  week  23 

On  Sunday  morning  after 

33 

39 

church  school  begins...  14 

On  Sunday  morning  (two 
or  three  hours  before 

65 

15 

class  time) .  1 

During  the  preceding  week 
and  on  Sunday  morning 
after  church  school  be- 

10 

7 

gins .  2 

On  Sunday  morning  after 
church  school  begins  and 
on  Sunday  morning  (two 
or  three  hours  before 

9 

5 

class  time) .  0 

During  the  preceding  week 
and  on  Sunday  morning 
(two  or  three  hours  be- 

1 

0 

fore  class  time) .  2 

During  the  preceding  week, 
on  Sunday  morning  after 
church  school  begins,  and 
on  Sunday  morning  (two 
or  three  hours  before 

2 

3 

class  time) .  3 

1 

2 

Other  plan .  0 

0 

0 

“No  definite  time” .  2 

3 

0 

(Table  based  on  data  from  242  of  the  256  schools  surveyed.) 


[451] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


that  28.5  per  cent,  of  the  schools  using  graded  lessons  leave 
the  selection  of  supply  teachers  to  the  regular  teachers,  while 
only  14.8  per  cent,  of  the  schools  using  ungraded  lessons 
leave  the  selection  of  substitutes  to  the  regular  teachers. 
Table  CXLII  indicates  clearly  that  the  regular  teachers  in 
schools  using  graded  lessons  are  more  apt  to  provide  the  sub¬ 
stitute  teachers  with  their  lesson  outlines  than  is  the  case  in 
schools  using  ungraded  lessons.  The  influence  of  graded  les¬ 
sons  on  the  problem  of  the  substitute  teacher  is  shown  also  by 
Table  CXLIII.  This  table  shows,  for  example,  that  in  schools 
using  graded  lessons  48.9  per  cent,  of  the  substitute  teachers 
are  notified  “during  the  previous  week” ;  while  in  schools  using 
ungraded  lessons  only  26.6  per  cent,  are  notified  at  that  time. 

Public  Recognition  of  Teachers.  Three  out  of 
every  four  of  the  247  superintendents  reporting  on  the 
subject  make  no  attempt  to  recognize  publicly  the  services  of 
teachers.  Thirty-nine  of  them  hold  public  installation  serv¬ 
ices;  thirteen  introduce  the  newly  elected  teachers  and  officers 
to  the  school;  four  have  the  teachers’  names  published  in  the 
local  papers;  two  provide  for  a  paragraph  of  recognition  in 
the  local  church  paper ;  one  sends  the  names  of  his  teachers  to 
the  Western  Christian  Advocate ;  one  asks  each  teacher  to  take 
publicly  a  pledge  of  faithful  service;  one  mentions  the  names 
of  the  teachers  in  his  quarterly  report;  and  one  mentions  the 
teachers  by  name  in  his  public  prayer  on  the  day  of  their 
election. 


TRAINING  OF  TEACHERS  WHILE  IN  SERVICE 

An  attempt  was  made  to  find  the  quality  and  quantity  of 
opportunity  for  improvement  available  for  the  teachers  in  the 
Sunday  schools  of  Indiana.  Chapter  IV  made  it  clear  that 
the  average  teacher  is  unprepared  to  teach  religion  when  he 
enters  the  teaching  service.  The  following  paragraphs  will 
make  it  equally  clear  that  the  average  church  provides  its 
teachers  uhth  no  means  of  improving  while  they  are  in  the 
teaching  service. 

There  are  at  least  six  types  of  agencies  which  are  available 
as  means  of  improving  teachers  while  in  service : 

[452] 


SUPERVISION  OF  TEACHING 


The  Teacher-Training  Class.  Only  twenty-eight 
teacher-training  classes  were  found  in  the  256  churches 
surveyed.  Eleven  of  these  classes  were  held  on  Sunday  morn¬ 
ing  for  the  special  benefit  of  prospective  teachers.  A  little 
more  than  half  of  these  classes  meet  weekly  throughout  the 
year;  one-sixth  meet  weekly  for  one  quarter  of  the  year  and 
about  one-sixth,  for  half  of  the  year. 

Teachers’  Meetings.  Thirty-six  schools  reported 
teachers’  meetings.  These  meetings  with  one  exception  are 
held  on  week-day  evenings.  Fifteen  hold  weekly  meetings; 
fifteen  hold  monthly  meetings;  four  hold  quarterly  meetings; 
one  meets  semi-annually ;  the  rest  meet  from  five  to  nine  times 
a  year  at  the  call  of  the  superintendent  or  pastor.  The  rank 
and  file  of  the  Sunday  schools  do  not  have  regular  teacher sf 
meetings. 

Demonstration  of  Model  Lessons.  Only  one  dem¬ 
onstration  class  was  reported  and  it  met  monthly  on  Fri¬ 
day  evenings  at  nine  o’clock.  Out  of  the  2,072  teachers  who 
returned  question  schedules  only  forty-one  said  they  had 
attended  a  model  or  demonstration  lesson  during  the  preceding 
twelve  months. 

Regular  and  Helpful  Supervision.  Three  super¬ 
intendents  reported  regular  and  helpful  supervision  for 
their  teachers  each  Sunday  morning. 

A  Study  of  Classroom  Methods.  There  was  no  such 
study  reported. 

Visiting  Other  Teachers.  This  agency  of  growth  and 
training  was  not  reported  by  a  single  superintendent. 

Correspondence  Study.  Not  a  single  superintendent 
reported  the  use  of  this  method  of  training  for  teachers  in 
service. 


METHODS  OF  CLASSROOM  SUPERVISION 

It  has  already  been  pointed  out  that  no  attempt  is  made  at 
supervision  in  62  per  cent,  of  the  schools  included  in  this 
survey.  Of  the  38  per  cent,  which  receive  some  amount  and 
quality  of  supervision,  67.7  per  cent,  is  in  charge  of  the 
regular  superintendents;  22.9  per  cent,  is  in  charge  of  depart- 

[453] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


mental  superintendents;  15.6  per  cent,  is  in  charge  of  the  pas¬ 
tor;  6.3  per  cent,  is  in  the  hands  of  directors  of  religious  educa¬ 
tion;  and  the  remaining  6.2  per  cent,  is  divided  equally 
between  the  assistant  superintendents  and  the  supervisors  of 
teaching. 

TABLE  CXLIV  — THE  METHODS  USED  BY  252  INDIANA 
SUNDAY  SCHOOL  SUPERVISORS  OF  TEACHERS 
AND  OFFICERS  IN  THE  SUPERVISION 
OF  CLASS  TEACHING 

Supervisors  Who 
Report  Using 
Method  Indicated 

Method  Used  , - * - % 

Number  Per  Cent . 

Total  number  reporting  supervision _  96  100. 

(a)  Visiting  the  class  and  offering  suggestions  for  im¬ 
provement  of  the  teaching,  giving  helps  to  the 
teacher  in  the  method  of  questioning,  how  to  as¬ 
sign  the  lesson,  helps  in  the  preparation  of  the 


lesson .  41  42.8 

(b)  Giving  suggestions  in  the  method  of  discipline.-...  45  46.9 

(c)  Checking  the  accuracy  and  value  of  the  facts 

taught .  16  6.7 

(d)  Citing  sources  of  supplementary  material  and  helps  .  25  26.0 

(e)  Giving  general  help  in  the  teachers’  meeting  in¬ 
stead  of  visiting  the  actual  class  room  teaching..  18  18.8 

(f)  Visiting  the  class  and  giving  general  helps  in 

teachers’  meetings .  31  32.3 

(g)  Visiting  the  class  without  offering  suggestions  for 

the  improvement  of  the  teaching .  35  36.5 

(h)  Suggesting  forms  of  religious  activity  (missions, 

social  service,  etc.) .  25  26.0 


(156  schools  report  no  supervision  whatever,  3  schools  omitted  infor¬ 
mation;  96  of  the  252  schools  surveyed  reported  the  methods  indicated  in 
this  table.) 

As  a  further  evidence  of  the  fact  that  the  classroom  work 
of  teachers  in  the  Indiana  Sunday  schools  is  without  super¬ 
vision,  the  following  facts  are  presented : 

Two  thousand  seventy-two  teachers  were  asked  how  many 
times  their  Sunday  school  classes  had  been  visited  by  their 
pastors  during  the  previous  year.  1,092  did  not  reply  to  the 
question.  Of  the  980  who  did  reply,  696,  or  70  per  cent.,  said 
their  pastor  had  not  visited  the  class  a  single  time ;  70  had  had 
one  visit  each  from  their  pastors;  50  had  had  2  visits  each 

[454] 


SUPERVISION  OF  TEACHING 


from  their  pastors.  The  typical  teacher  is  never  visited  by  the 
pastor  during  a  class  session. 

The  frequency  of  the  superintendents’  or  supervisors’  visit 
to  the  classroom  teacher  is  indicated  by  the  fact  that  537,  or 
62  per  cent.,  of  the  861  teachers  who  reported  on  this  subject, 
said  their  classes  had  not  been  visited  a  single  time  during  the 
previous  year  by  the  school  superintendent  or  supervisor  of 
teaching ;  54  said  they  had  had  one  visit  each  from  this  officer ; 
50  said  they  had  been  visited  twice  each,  and  38  had  received 
three  visits  each.  Taken  as  a  whole  the  median  male  teacher, 
of  the  861  reporting,  receives  one  visit  each  year  from  a  school 
superintendent  or  supervisor  and  the  typical  female  teacher  is 
not  visited  at  all  by  this  officer.  Table  CXLIV  will  show  the 
methods  of  supervision  of  teaching  which  are  reported  from 
252  schools. 

The  following  paragraphs  will  show  the  amount  of  time 
spent  by  supervisors  in  actually  observing  the  classroom  work 
of  Sunday  school  teachers,  and  the  technique  of  supervision 
now  in  use. 

Ninety  supervisors  reported  on  the  amount  of  time  devoted 
to  a  classroom  visit;  55  or  61. 1  per  cent,  remained  less  than 
five  minutes;  26  or  28.9  per  cent,  remained  from  five  to  nine 
minutes,  and  9  or  10  per  cent,  remained  ten  or  more  minutes. 

Ninety-one  supervisors  report  the  following  methods  of 
preparing  for  a  visit  to  the  class  recitation : 


Method  of  Preparation 

No  preparation . 

Studies  the  lesson  or  lessons  to  be  supervised  for  the 

day . 

Studies  teachers’  written  plan  of  lesson . 

Prepares  practical  illustrations  of  the  main  points  of 

the  lesson . 

Prepares  something  new  to  aid  teacher  in  weak  points. . 
Holds  preliminary  conference  with  teacher . 


Number  Per  Cent. 


40 

44-0 

41 

45-1 

0 

0 

6 

6.6 

1 7 

18.7 

7 

77 

While  they  are  present  at  the  recitation,  the  supervisors 
deport  themselves  as  follows:  Of  96  reporting,  10  (10.4  per 
cent.)  teach  part  of  the  lesson;  69  (71.9  per  cent.)  remain 
quiet,  making  no  comment  whatever  on  the  lesson;  16  (16.7 
per  cent.)  commend  the  teachers’  methods  during  the  visit; 

[455] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


12  (12.5  per  cent.)  take  notes  on  the  lesson  during  the  visit; 
and  3  (3.1  per  cent.)  offer  adverse  criticism  regarding  the 
teachers’  methods  during  the  visit. 

What  methods  do  the  supervisors  use  in  imparting  advice 
to  teachers  whose  classes  they  have  visited  ?  Ninety-six  super¬ 
visors  reported  on  this  subject,  as  follows:  7  (7.3  per  cent.) 
give  their  advice  orally  in  the  presence  of  the  class;  66  (68.8 
per  cent.)  have  private,  personal  conferences  with  the  teachers; 
42  (43.8  per  cent.)  make  general  reference  to  it  in  the  teachers’ 
meetings;  6  (6.3  per  cent.)  make  specific  reference  to  the  visits 
in  the  teachers’  meetings;  1  (1.0  per  cent.)  make  a  written 
report  to  the  teacher,  and  11  (9.4  per  cent.)  make  no  report  to 
the  teacher. 

The  typical  teacher  whose  class  is  visited  by  the  school 
superintendent  receives  from  that  officer  no  suggestions  for 
improvement  of  classroom  teaching.  This  statement  is  based 
upon  the  replies  of  730  classroom  teachers,  550  of  whom  had 
received  no  suggestions  whatever  from  their  superintendents 
which  were  calculated  to  improve  their  teaching.  Table 
CXLIV  shows  that  the  one  subject  that  outranks  all  others  in 
the  supervisory  program  of  the  Sunday  school  superintendent 
is  how  to  keep  order. 

STANDARDS  USED  TO  JUDGE  SUCCESSFUL  TEACHING 

The  superintendents  of  241  Sunday  schools  responded  to 
the  following  requests : 

First:  Pick  out  one  of  the  most  successful  teachers  in  the 
church  school  and  list,  in  the  order  of  their  importance,  the 
four  or  five  qualities  most  responsible  for  the  success  of  this 
teacher. 

Second:  In  a  second  column  rank,  in  the  order  of  their 
importance,  the  five  or  six  qualities  most  essential  to  the  success 
of  teachers  in  your  schools. 

The  first  request  secured  the  superintendent’s  analysis  of  a 
successful  teacher.  The  second,  made  in  the  light  of  this 
analysis,  enabled  him  to  rate  these  qualities  in  terms  of  his  own 
standards  of  successful  teaching. 

[456] 


SUPERVISION  OF  TEACHING 


The  following  table  shows  the  names  of  the  qualities,  the 
number  rating  each  quality  first,  by  both  methods  of  scoring, 
and  the  relative  rank  of  each  quality: 


Qualities  of  Qualities  Regarded 

Best  Sunday  Essential  to  Success 

School  Teacher  of  All  Teachers 


Number 

Ranking 


Qualities  Quality  Order 

of  First  of 
Importance  Ranking 

Intimate  knowledge  of  the  Bible  74  1 

General  scholarship  (secular  as 

well  as  religious) .  12  6 

Thorough  and  regular  prepa¬ 
ration  of  the  church  school 

lesson .  20  4 

Making  the  lesson  fit  in  with  the 

child’s  daily  life  and  needs...  13  5 

Richness  of  vital  Christian  ex¬ 
perience .  35  3 

Ability  to  entertain  pupils  in 

class  recitation .  n  7 

Skill  in  conducting  the  reci¬ 
tation  (skill  in  questioning, 
setting  definite  aims  for  the 
recitation,  assigning  lessons, 

etc.) .  6  8 

Consecration .  50  2 

Ability  to  discipline .  2  9 

Ability  to  get  pupils  to  memorize  1  10 

Attractive  personality .  12  6 

Ability  to  lead  in  worth-while 
activities  for  Sunday  and 

week-days .  1  10 

Ability  to  secure  home  prepara¬ 
tion . .  o  11 


Number 

Ranking 

Quality  Order 
of  First  of 

Importance  Ranking 

63  2 

8  6 


18  4 

7  7 
42  3 
3  8 


5 

67 

1 

3 

9 


8 

1 

10 

9 

5 


1  10 

o  11 


By  both  methods  of  grading  three  items  come  to  the  rank¬ 
ing  of  either  first,  second  or  third  importance.  Taking  into 
account  the  larger  number  of  votes  for  the  first  quality  named, 
the  order  would  be  as  follows : 

Intimate  knowledge  of  the  Bible. 

Consecration. 

Richness  of  vital  religious  experience. 

Thorough  and  regular  preparation  of  the  church  school 
lesson. 


[457] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


For  fifth  place  “attractive  personality”  ties  with  the  ability 
“to  make  the  lesson  fit  the  child’s  daily  life  and  needs.” 

For  sixth  place  “attractive  personality”  ties  with  “general 
scholarship.”  In  this  connection,  it  is  helpful  to  recall  the 
investigation  made  some  years  ago  by  Mr.  F.  L.  Clapp,  quoted 
by  Professor  W.  C.  Bagley  in  School  Discipline ,  pp.  30-33. 
Mr.  Clapp  secured  a  rating  of  the  important  elements  which 
entered  into  the  personality  of  a  successful  public  school 
teacher.  One  hundred  experienced  school  superintendents  and 
principals  prepared  a  list  of  ten  specific  qualities;  and  then 
rated  these  qualities  in  the  order  of  their  importance  in  the 
success  of  certain  successful  teachers  in  their  schools.  The  fol¬ 
lowing  is  the  list  in  the  order  of  their  importance : 

Address 

Personal  appearance 

Optimism 

Reserve 

Enthusiasm 

Fairness 

Sincerity 

Sympathy 

Vitality 

Scholarship. 

This  list,  to  be  sure,  contains  a  somewhat  different  type  of 
qualities;  but  it  is  worth  while  to  note,  for  example,  that 
“personal  appearance”  is  first  in  the  public  school  list  and  fifth 
or  sixth  on  the  church  school  list.  “Scholarship”  is  tenth  on 
the  public  school  list,  and  sixth  on  the  church  school  list.  The 
state  protects  the  public  school  superintendent  from  unin¬ 
formed  teachers  by  examinations,  etc.,  and  the  matter  of 
scholarship  may,  therefore,  not  rank  as  a  major  item  in  the 
mind  of  a  public  school  superintendent. 

Bible  study,  Consecration,  Personal  religious  experience — 
these  are  the  three  concepts  which  loom  large  in  the  mind  of 
the  Sunday  school  Superintendent — the  ability  to  teach, 
the  technical  skill  which  will  enable  a  teacher  to  give  to 
his  pupils  a  knowledge  of  God’s  Word,  to  foster  a  deep  reli- 

[458] 


SUPERVISION  OF  TEACHING 


gious  experience  on  the  part  of  his  pupils,  and  to  develop  the 
spirit  of  consecration  in  others — these  rare,  but  essential 
qualities  do  not  hold  a  high  place  in  the  judgment  of  the 
Indiana  Sunday  school  superintendents.  It  is  not  a  question  of 
“either — or,”  but  rather  a  question  of  “these — and.”  To  con¬ 
secration,  religious  experience  and  Biblical  knowledge,  there 
should  be  added  as  essential  requisites  of  the  teachers  of 
religion,  a  capacity  to  develop  these  qualities  in  their  pupils. 

II.  By  Departmental  Superintendents 

PRESENT  STATUS  OF  DEPARTMENTAL  SUPERVISION 

During  the  past  decade  great  stress  has  been  placed,  by 
denominational  and  interdenominational  leaders,  upon  depart¬ 
mental  organization  of  the  school  in  the  local  church.  To 
what  extent  this  effort  has  borne  fruit  in  the  schools  of  Indi¬ 
ana  will  be  shown  in  another  chapter.  It  is  the  purpose  of  this 
section  to  show  merely  the  character  of  the  present  depart¬ 
mental  supervision  in  the  churches  which  were  surveyed  in 
Indiana,  and  to  compare  departmental  and  general  super¬ 
vision.  This  study  is  based  on  the  returns  from  155  depart¬ 
mental  superintendents  in  Indiana. 

QUALIFICATIONS  OF  DEPARTMENTAL  SUPERINTENDENTS 

The  median  departmental  superintendent  is  40.8  years  old. 
In  maturity,  these  officers  are  approximately  the  same  as  the 
general  superintendents.  The  general  education  of  depart¬ 
mental  superintendents  is,  however,  materially  above  that  of 
general  superintendents.  The  median  years  of  schooling  of  a 
departmental  superintendent  is  12.3  years;  while  that  of  the 
general  superintendent  has  been  shown  to  be  8.8  years.  The 
mode  or  largest  group  of  superintendents  have  had  between 
eight  and  nine  years  of  schooling  and  the  largest  group  of 
departmental  superintendents  have  had  an  educational  training 
equivalent  to  that  of  a  high  school  senior. 

Departmental  superintendents,  generally  called  principals, 

[459] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


are  selected  from  the  experienced  Sunday  school  teachers. 
The  median  teaching  experience  of  these  officers  is  8.5  years. 
Based  upon  115  superintendents  reporting,  the  median  time 
spent  each  week,  in  addition  to  the  Sunday  school  hour,  by 
departmental  superintendents,  in  the  work  of  their  office,  is 
two  hours  and  fifty-five  minutes.  Fifty-six  of  143  depart¬ 
mental  superintendents  report  a  median  teaching  experience  in 
the  public  schools  of  2.6  years.  Most  of  these  had  taught  in 
elementary  schools.  Sixteen  out  of  125  report  experience  as 
public  school  supervisors.  Of  128  superintendents  reporting 
on  the  subject,  none  received  salary  for  his  services  in  the 
church  school. 

AUTHORITY  VESTED  IN  DEPARTMENTAL  SUPERINTENDENTS 

Sixty-three  per  cent,  of  the  142  departmental  superin¬ 
tendents  reporting,  say  they  have  full  authority  for  the  assign¬ 
ment  and  promotion  of  pupils;  20.4  per  cent,  have  the  right  to 
recommend,  and  9.9  per  cent,  to  approve,  such  assignment  or 
promotion ;  6.3  per  cent,  report  no  authority  whatever  in  these 
matters.  Sixty-eight  out  of  114  departmental  superintendents 
have  authority  to  transfer  pupils  for  misconduct;  46  do  not 
have  such  authority.  In  90  out  of  129  cases,  teachers  are 
required  to  refer  all  cases  of  discipline  to  the  departmental 
superintendents.  In  105  out  of  136  cases  the  departmental 
superintendents  have  the  authority  to  select  the  supplementary 
material  of  instruction  for  their  departments.  In  41.5  per 
cent,  of  the  118  cases,  the  departmental  superintendents  have 
authority  to  transfer  teachers  within  their  departments. 
Forty-eight  per  cent,  of  98  departmental  superintendents  have 
the  authority  to  dismiss  teachers. 

The  extent  to  which  departmental  superintendents  exercise 
their  authority  over  pupils  and  teachers  is,  in  some  measure, 
set  forth  in  the  following  facts :  99  per  cent,  of  101  depart¬ 
mental  superintendents  report  no  pupils  suspended  or  trans¬ 
ferred  during  an  entire  year;  92.3  per  cent,  of  65  departmental 
superintendents  report  no  truancy  in  their  departments  during 
the  preceding  year;  93.3  per  cent,  of  105  departmental  super- 

[460] 


SUPERVISION  OF  TEACHING 


TABLE  CXLV  — THE  AVERAGE  AMOUNT  OF  TIME  SPENT  IN 
EACH  CLASS  BY  183  INDIANA  GENERAL  AND  DEPART¬ 
MENTAL  SUNDAY  SCHOOL  SUPERINTENDENTS 


Superintendents  Spending  Time 
Indicated 


SUNDAY  SCHOOL 

DEPARTMENTAL 

SUPERIN- 

SUPERIN- 

TENDENTS 

TENDENTS 

Amount  of  Time 

Spent 

No. 

Per  Cent. 

No. 

Per  Cent. 

Total 

reporting. . . . 

90 

100. 

93 

100. 

None  . 

Less  than  5  minutes . 

Five  to  9  minutes . 

Ten  minutes  or  more . 

0 

55 

26 

9 

0.0 

61. 1 

28.9 

10. 0 

15 

39 

33 

6 

16. 1 
41.9 
35-5 
6.5 

(156  of  256  schools  report  no  supervision  whatever.  This  table  is 
based  on  data  from  90  general  superintendents  and  93  departmental  super¬ 
intendents  from  100  schools.) 


TABLE  CXLVI  — THE  METHOD  OF  PREPARATION  FOR  A 
VISIT  TO  THE  CLASS  RECITATION  BY  184  INDIANA 
SUNDAY  SCHOOL  OFFICALS 


Both  Sunday  Superintendents 
School  and  Using  Method  Indicated 


Method  of  Preparation 

Depart¬ 

mental 

Superin¬ 

tendents 

Per 

No.  Cent. 

SUNDAY 

SCHOOL 

SUPERIN¬ 

TENDENTS 

Per 

No.  Cent. 

DEPART¬ 

MENTAL 

SUPERIN¬ 

TENDENTS 

Per 
No.  Cent. 

Number  reporting. . . . 

184 

100. 

9i 

100. 

93 

100. 

(a) 

No  preparation  . 

67 

36.4 

40 

44.0 

27 

29.0 

(b) 

Studies  the  lesson  or  les¬ 
sons  to  be  supervised  for 
the  day  . 

80 

43-5 

4i 

45-1 

39 

41.9 

(c) 

Studies  teacher’s  written 
plan  of  lesson . 

2 

1. 1 

0 

0.0 

2 

74 

(d) 

Have  practical  illustrations 
of  the  main  points  of  the 
lesson  . 

29 

15.8 

6 

6.6 

23 

247 

(e) 

Have  something  new  to  aid 
teacher  in  weak  points.... 

4i 

22.3 

17 

18.7 

24 

25.8 

(f) 

Preliminary  conference  with 
teacher  . 

27 

147 

7 

7-7 

20 

21.5 

(156  out  of  256  schools  report  no  supervision;  91  general  superin¬ 
tendents  and  93  departmental  superintendents  in  100  schools  report  as 
indicated  in  this  table.) 


[461] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CXLVII  — THE  METHODS  USED  BY  232  INDIANA  SUN¬ 
DAY  SCHOOL  OFFICIALS  IN  THE  SUPERVISION 
OF  CLASS  TEACHING 


Superintendents  Who  Report 
That  They  Use  the  Method 
Indicated 


SUNDAY  SCHOOL 
SUPERIN¬ 
TENDENTS 

Method  Used  No.  Per  Cent. 

Total  reporting....  96  100. 

(a)  Visiting  the  class  and  offering  sug¬ 

gestions  for  improvement  of  the 
teaching  (giving  helps  to  the  teacher 
in  the  method  of  questioning,  how 
to  assign  the  lesson,  helps  in  the 
preparation  of  the  lesson) .  41  42.8 

(b)  Giving  suggestions  in  the  method  of 

discipline  .  45  46.9 

(c)  Checking  the  accuracy  and  value  of 

the  facts  taught .  16  6.7 

(d)  Citing  sources  of  supplementary 

material  and  helps .  25  26.0 

(e)  Giving  general  help  in  the  teachers’ 
meeting  instead  of  visiting  the  actual 

class  room  teaching .  18  18.8 

(f)  Visiting  the  class  and  giving  general 

helps  in  teachers’  meeting .  31  32.3 

(g)  Visiting  the  class  without  offering 
suggestions  for  the  improvement  of 

the  teaching  . 35  36.5 

(h)  Suggesting  forms  of  religious  activ¬ 
ity  (missions,  social  service,  etc.)...  25  26.0 


DEPARTMENTAL 

SUPERIN¬ 

TENDENTS 

No.  PerCent. 


1 36 


32 

52 

19 

45 


26 


37 


34 

28 


100. 


235 

38.2 


14.0 


33-1 


19. 1 

27.2 


25.0 

20.6 


(156  out  of  256  schools  report  no  supervision,  whatever;  96  general 
superintendents  and  136  departmental  superintendents  in  100  schools 
report  as  indicated  in  this  table.) 


intendents  report  no  teachers  dismissed  during  the  preceding 
year. 


THE  DEPARTMENTAL  SUPERINTENDENT  AS  SUPERVISOR 

The  foregoing  statements  show  clearly  that  the  depart¬ 
mental  superintendent  is  in  fact  an  assistant  superintendent 
who  does  within  certain  age-groups  the  same  sort  of  work 
which  the  general  superintendent  does  in  schools  which  are  not 
departmentally  organized.  This  officer  then  is  (a)  adminis¬ 
trator,  (b)  teacher  and  (c)  supervisor.  One  hundred  fifty- 
[462] 


SUPERVISION  OF  TEACHING 


TABLE  CXLVIII  — THE  THINGS  THAT  227  INDIANA  SUNDAY 
SCHOOL  OFFICIALS  DO  WHILE  VISITING  A 
CLASS  RECITATION 


Superintendents  Who,  During 
a  Visit  to  the  Sunday  School 
Class,  Do  the  Things  Indicated 


SUNDAY  SCHOOL 

DEPARTMENTAL 

superin- 

SUPERIN- 

tendents 

TENDENTS 

Things  Done  by  Superintendents 

No. 

Per  Cent. 

No. 

Per  Cent. 

Total  reporting. . . . 

96 

100. 

131 

100. 

(a)  Teaches  part  of  the  lesson . 

(b)  Remains  quiet,  making  no  comment 

10 

10.4 

II 

8.4 

whatever  on  the  teaching . 

(c)  Commends  teacher’s  methods  during 

69 

71.9 

58 

44-3 

the  visit  . 

16 

16.7 

26 

19.8 

(d)  Takes  notes  on  the  lesson  during 

the  visit  . 

12 

12.5 

18 

137 

(e)  Criticizes  teacher’s  methods  during 

the  visit  . 

3 

3.i 

I 

0.8 

(156  out  of  256  schools  have  reported  no  supervision  of  class  teach¬ 
ing;  96  general  superintendents  and  131  departmental  superintendents  in 
100  schools  report  as  indicated  in  this  table.) 


TABLE  CXLIX  — THE  METHODS  USED  BY  236  INDIANA  SUN¬ 
DAY  SCHOOL  OFFICIALS  TO  IMPART  ADVICE  TO 
TEACHERS  AFTER  VISITING  THE  RECITATION 


Superintendents  Who  Imparted 


Method  of  Imparting  Advice 

Total  reporting.... 

(a)  Orally  in  the  presence  of  class . 

(b)  Personal  talk  (private  conference) 

with  the  teacher . 

(c)  General  reference  in  teachers’  meet¬ 
ing  . 

(d)  Specific  reference  to  the  visit  in 

teachers’  meeting  . 

(e)  Written  report  to  teacher . 

(f)  No  report  made  to  teacher . 


Advice  as  Indicated 


SUNDAY  SCHOOL 

DEPARTMENTAL 

SUPERIN¬ 

SUPERIN¬ 

TENDENTS 

TENDENTS 

No. 

Per  Cent. 

No. 

Per  Cent. 

96 

100. 

140 

100. 

7 

7-3 

5 

3-6 

66 

68.8 

75 

53-5 

42 

43-8 

39 

27.9 

6 

6.3 

11 

7-9 

1 

1.0 

2 

1.4 

11 

9.4 

9 

6.4 

(156  out  of  256  schools  report  no  supervision;  96  general  superin¬ 
tendents  and  140  departmental  superintendents  in  100  schools  report  as 
indicated  in  this  table.) 


[463] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CL  — THE  MOTIVES  WHICH  INFLUENCED  327 
INDIANA  SUNDAY  SCHOOL  OFFICIALS  TO  UNDER¬ 
TAKE  THE  WORK  OF  SUPERINTENDENT 

Number  of  Superintendents  Assigning  the 
Various  Ranks  to  the  Motives  Listed 


Motives 


Total 

222 


SUNDAY  SCHOOL 
SUPERINTENDENTS 

Order  of  Choice 
2  3  4  5 


Total 

105 


DEPARTMENTAL 

SUPERINTENDENTS 

Order  of  Choice 
12345 


(1)  Desire  to 
render  service 
to  the  church 

in  this  manner  175 

(2)  The  enjoy¬ 
ment  in  super¬ 
vising  and  im¬ 
proving  teach- 


108  43  21  2  1 


0 


94  72  15 


o 


ing . 

66 

3 

1 7 

30 

10 

3 

3 

66 

10 

36 

17 

2  1 

(3)  Interest  in 
moral  and  re¬ 
ligious  educa¬ 
tion  of  children 

136 

27 

68 

32 

8 

1 

0 

0 

0 

0 

0 

0  0 

(4)  Love  for 
administrative 
or  managerial 
work . 

43 

3 

5 

11 

16 

5 

3 

50 

I 

18 

21 

8  2 

(5)  No  one  else 
available . 

93 

40 

26 

9 

5 

10 

3 

42 

16 

9 

8 

8  1 

(6)  Outside 
pressure  . 

79 

39 

10 

15 

2 

4 

9 

34 

7 

12 

1 

3  11 

(Table  based  on 

data  from 

222 

out  of  256  general  superintendents  and 

105  out  of  187  departmental  superintendents.) 


five  departmental  superintendents  were  asked  what  other  duties 
they  performed  in  the  school  besides  the  work  of  a  depart¬ 
mental  superintendent.  Here  are  their  replies : 

36  teach  a  Sunday  school  class  regularly. 

75  substitute  when  regular  teachers  are  absent. 

97  substitute  only  as  a  last  resort  when  no  other  substitute 
can  be  obtained. 

75  prepare  the  lesson  regularly  beforehand  as  if  they  were 
regular  teachers. 

[464] 


SUPERVISION  OF  TEACHING 


The  median  portion  of  each  Sunday’s  session  spent  in 
administration  by  12 1  superintendents  is  50.3  per  cent.;  the 
median  portion  of  each  Sunday’s  session  spent  in  supervision 
by  132  superintendents  is  44  per  cent. 

The  fact  that  only  47  out  of  155  departmental  superin¬ 
tendents  gave  information  regarding  departmental  agencies 
for  improving  the  teacher  while  in  service,  may  fairly  be 
interpreted  as  indicating  that  there  was  little  activity  in  this 
direction  to  report.  Eleven  of  the  47  conducted  departmental 
teacher-training  classes;  38  had  departmental  teachers’  meet¬ 
ings;  3  had  monthly  demonstration  lessons;  and  one  reported 
regular  and  helpful  supervision  every  Sunday. 

COMPARISON  OF  METHODS  OF  SUPERVISION  OF  GENERAL  AND 
DEPARTMENTAL  SUPERINTENDENTS 

Table  CXLV  shows  that  departmental  superintendents  do 
not  spend  more  time  with  the  classroom  teacher  than  the  gen¬ 
eral  superintendents  do. 

Tables  CXLVI  and  CXLVII  show  that  departmental  super¬ 
intendents  are  more  specific,  more  direct  in  their  methods  of 
supervision  than  are  the  general  superintendents. 

Table  CXLVIII  compares  the  things  the  two  types  of 
supervisors  do  while  visiting  the  work  of  the  class  teacher. 
In  this  comparison  the  general  superintendent  compares  very 
favorably  with  the  departmental  superintendent. 

Table  CXLIX  shows  no  pronounced  advantage  for  either 
supervisor  in  the  methods  used  in  imparting  advice  to  teachers 
after  the  class  visit.  In  Table  CXLVI  it  was  noted  that  the 
departmental  superintendent  prepared  for  specific,  personal 
helpfulness  to  the  teacher;  in  this  table  it  is  evident  that  the 
“follow-up”  of  the  visit  is  not  so  largely  of  the  personal  type 
as  is  that  of  the  general  superintendent. 

In  comparing  the  motives  which  prompted  the  two  types 
of  supervisors  to  engage  in  administrative  and  supervisory 
work  of  this  kind,  Table  CL  furnishes  some  unexpected  data. 
The  absence  of  any  mention  of  “interest  in  moral  and  religious 
education  of  children”  as  a  motive  for  departmental  super- 

[465] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


intendents  is  hard  to  explain.  The  dominant  motive  in  each 
case  is  “desire  to  serve  the  church.”  The  second  and  third 
choices  of  the  departmental  superintendents  show  a  very  de¬ 
cided  interest  in  supervisory  and  managerial  activity  on  the 
part  of  this  group.  An  almost  equal  proportion  of  each  group 
took  their  positions  under  some  kind  of  pressure.  Willingness 
to  take  a  responsibility  because  there  is  no  one  else  available 
will  usually  have  back  of  it  a  love  of  the  church,  a  love  for 
children  or  a  profound  conviction  that  society  needs  the 
service. 

I'll.  Summary 

The  general  superintendent  of  an  Indiana  Sunday  school  is 
a  mature  man  41.2  years  old,  with  no  training  for  or  experi¬ 
ence  in  educational  supervision.  He  accepted  his  office  from 
worthy  motives  and  gives,  from  his  regular  business,  a  few 
hours  each  week  to  the  administrative  side  of  his  office. 

The  pastor  does  not  supervise  the  teaching  in  the  church 
school. 

The  general  superintendent  does  not  supervise  the  teaching 
in  the  church  school. 

The  general  superintendent  provides  no  means  by  which 
his  teachers  may  grow  in  knowledge  and  teaching  skill  while 
they  are  in  the  teaching  service.  Teacher-training  classes  and 
teachers’  meetings  are  not  successfully  conducted  in  more  than 
a  small  fraction  of  Indiana  churches. 

The  supervisory  work  of  departmental  superintendents 
does  not  differ  materially  from  that  of  the  general  superin¬ 
tendent.  The  only  marked  difference  between  the  two  super¬ 
visors  is  in  the  higher  general  intelligence  of  the  departmental 
superintendents.  Both  are  equally  without  training  for  super¬ 
visory  work.  Both  are  mature',  consecrated  church  workers 
who  are  impelled  to  the  service  because  of  high  and  holy 
motives. 


[466] 


PART  SIX:  THE  SUPERVISION  AND 
PROMOTION  OF  RELIGIOUS 
EDUCATION 

BY 

WALTER  S.  ATHEARN 

AND 

WILLIAM  E.  CHALMERS 


OUTLINE 

CHAPTER  XVII:  THE  INDIANA  SUNDAY  SCHOOL  ASSOCIA¬ 
TION— ITS  ORGANIZATION  AND  ITS  ADMINISTRATIVE 
AND  SUPERVISORY  OFFICERS 

I.  Organization 

(a)  Organization  of  State  Sunday  School  Association 

(b)  Organization  of  County  Sunday  School  Associations 

(c)  Organization  of  Township  and  District  Sunday  School  Asso- 
tions 

(d)  General  Discussion  of  Organization  Scheme 

II.  Administrative  and  Supervisory  Officers 

(a)  State  Officers 

(b)  County  Officers 

1.  County  Young  People’s  Division  Superintendents 

a.  Number  and  Length  of  Service 

b.  Sex,  Age,  Marital  State,  Race,  Nativity,  Salary  and 
Occupation 

c.  Social  and  Educational  Background 

d.  Education,  Professional  Training  and  Teaching  Experi¬ 
ence 

e.  Supervisory  Activities 

2.  County  Children’s  Division  Superintendents 

a.  Number  and  Length  of  Service 

b.  Sex,  Age,  Marital  State,  Race,  Nativity,  Salary  and 
Occupation 

c.  Social  and  Educational  Background 

d.  Education,  Professional  Training  and  Teaching  Experi¬ 
ence 

e.  Supervisory  Activities 


[467] 


(c)  Township  and  District  Officers 

1.  Township  Young  People’s  Division  Superintendents 

a.  Number  and  Term  of  Service 

b.  Sex,  Age,  Marital  State,  Race,  Nativity,  Salary  and 
Occupation 

c.  Social  and  Educational  Background 

d.  Education,  Professional  Training  and  Teaching  Experi¬ 
ence 

e.  Supervisory  Activities 

2.  Township  and  District  Children’s  Division  Superintendents 

a.  Number  and  Term  of  Service 

b.  Sex,  Age,  Marital  State,  Race,  Nativity,  Salary  and 
Occupation 

c.  Social  and  Educational  Background 

d.  Education,  Professional  Training  and  Teaching  Experi¬ 
ence 

e.  Supervisory  Activities 

III.  An  Evaluation  of  the  Supervisory  System  of  the  International 
Sunday  School  Association  in  Indiana 

CHAPTER  XVIII:  THE  INDIANA  SUNDAY  SCHOOL  ASSO¬ 
CIATION-ORGANS  AND  AGENCIES  OF  SUPERVISION  AND 
PROMOTION 

I.  Organs  of  Educational  Promotion 

(a)  Sunday  School  Conventions 

1.  The  Indiana  State  Sunday  School  Convention 

2.  County  Sunday  School  Conventions 

3.  Township  Sunday  School  Conventions 

(b)  Efficiency  Institutes 

(c)  County  Councils 

(d)  Divisional  Institutes 

II.  Agencies  of  Supervision 

(a)  Standards 

1.  The  International  County  Organization  Standard 

2.  The  International  Township  Organization  Standard 

3.  The  International  Local  Church  School  Organization 
Standard 

4.  The  International  County  Children’s  Division  Organiza¬ 
tion  Standard 

5.  The  International  Township  or  District  Children’s  Divi¬ 
sion  Organization  Standard 

6.  The  International  State  Sunday  School  Association  Or¬ 
ganization  Standards 

(b)  The  Awakener 

(c)  Visits  from  Members  of  the  State  Staff 

(d)  Prizes,  Awards  and  Certificates 

(e)  Reports 

III.  Educational  Promotion  Program 

CHAPTER  XIX:  THE  INDIANA  SUNDAY  SCHOOL  ASSOCIA¬ 
TION-BUDGETS  AND  STATISTICS 

I.  State  Budgets 

II.  County  Budgets 

III.  A  Study  of  Indiana  Sunday  School  Statistics 

(a)  The  Reports  of  State,  County  and  Township  Secretaries 

(b)  The  United  States  Censors  of  Religious  Bodies  for  1916 

t468] 


CHAPTER  XX:  THE  INTERNATIONAL  SUNDAY  SCHOOL 
ASSOCIATION— AN  EVALUATION 

I.  Elements  of  Strength 

(a)  Democracy  of  Control 

(b)  Interdenominational  Cooperation 

(c)  Growth  Through  Participation 

(d)  Executive  and  Supervisory  Systems 

II.  Elements  of  Weakness 

(a)  Dependence  on  Voluntary  Leadership 

(b)  Inadequate  Man-Power 

(c)  Finance 

III.  An  Indiana  System  of  Protestant  Christian  Education 

CHAPTER  XXI:  BIBLE  STUDY  FOR  CREDIT  IN  THE  INDIANA 
HIGH  SCHOOLS 

I.  History 

II.  Essential  Features 

III.  The  Examination 

IV.  Cooperating  High  Schools 

V.  Record  of  Students  Writing  Examinations 

VI.  Analysis  and  Evaluation 

CHAPTER  XXII:  DENOMINATIONAL  PROMOTION  AND 
SUPERVISION  OF  RELIGIOUS  EDUCATION  IN  INDIANA 

I.  Sources  of  Information 

II.  General  Organization 

III.  Service 

IV.  Finances 

V.  State  Organization 

VI.  Programs 

VII.  Results 

VIII.  Training 

IX.  Division  of  Effort 

X.  Conclusions 


[469] 


PART  SIX:  THE  SUPERVISION  AND 
PROMOTION  OF  RELIGIOUS 
EDUCATION 

Chapter  XVII 

THE  INDIANA  SUNDAY  SCHOOL  ASSOCIA¬ 
TION— ITS  ORGANIZATION  AND  ITS 
ADMINISTRATIVE  AND  SUPER¬ 
VISORY  OFFICERS 

I.  Organization 

The  Indiana  Sunday  School  Association  and  its  affiliated 
county,  township  and  district  associations  are  voluntary  asso¬ 
ciations  of  individuals  for  the  promotion  of  Sunday  schools. 
The  organization  of  Sunday  schools  dates  back  as  far  as  1818. 
By  1832  or  33,  the  first  county  Sunday  school  association  was 
organized  in  Daviess  County.  At  about  the  same  time  there 
was  organized  a  State  Sunday  School  Union  which  continued 
for  a  few  years.  In  1857,  a  second  State  Sunday  School 
Association  was  organized  at  Indianapolis,  at  which  time 
statistical  reports  were  received  from  223  Sunday  schools  in 
various  parts  of  Indiana.  The  third  State  Sunday  School 
Association,  now  known  as  the  Indiana  Sunday  School  Asso¬ 
ciation,  was  organized  at  Indianapolis,  May  30,  31,  and 
June  1,  1865,  in  a  State  convention  assembled  upon  public 
notice.  This  state  association  has  been  in  continuous  exist¬ 
ence  since  that  date.  It  has  held  fifty-seven  consecutive  annual 
state  Sunday  school  conventions.  The  present  organization  of 
the  state,  county,  township  and  district  associations  is  given  in 
this  section. 

[471] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


ORGANIZATION  OF  STATE  SUNDAY  SCHOOL  ASSOCIATION 

The  final  authority  for  the  State  Association  is  the  Annual 
Sunday  School  Convention.  This  convention  is  a  delegate 
body  from  the  affiliated  Sunday  school  associations  and  from 
the  individual  Sunday  schools  of  the  state.  It  elects  annually 
four  convention  officers ;  namely,  president,  vice-president, 
secretary  and  treasurer.  It  also  elects  twelve  members  of  the 
State  Board  of  Directors  (four  each  year  for  terms  of  three 
years)  who,  with  the  four  convention  officers,  constitute  a 
central  committee  of  sixteen  members.  The  terms  of  office  of 
one-half  of  the  central  committee  expire  each  year.  This 
central  committee,  known  officially  as  the  Board  of  Directors, 
holds  four  stated  meetings  each  year.  The  members  receive 
their  traveling  expenses  but  no  salary  or  per  diem  allowance 
for  their  services.  They  review  past  programs  and  approve 
plans  for  future  work. 

The  Board  of  Directors  select  from  their  number  an  ad 
interim  body  known  as  the  Executive  Committee.  This  com¬ 
mittee  consists  of  seven  members;  it  meets  quarterly  and  on 
call  of  its  chairman. 

In  addition  to  the  Board  of  Directors  of  sixteen  members, 
and  the  Executive  Committee  of  seven  members,  there  is  a 
Business  Committee  of  five  members,  including  the  President 
of  the  Convention  and  the  General  Secretary  of  the  Associa¬ 
tion  as  ex-officio  members.  The  Business  Committee  is  ap¬ 
pointed  by  the  Board  of  Directors,  but  it  reports  to  the 
Executive  Committee.  This  committee  is  in  reality  an  office 
committee  which  advises  the  General  Secretary  regarding  the 
details  of  office  administration. 

The  personnel  of  the  state  committees  has  included  repre¬ 
sentative  business  and  professional  men  of  the  state  without 
regard  to  denominational  affiliation. 

ORGANIZATION  OF  COUNTY  SUNDAY  SCHOOL  ASSOCIATIONS 

Of  the  ninety-two  counties  in  Indiana,  eighty-five  had 
county  organizations  of  some  kind  in  1920.  Seventy  of  these 

[472] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


organized  counties  have  been  carefully  studied  for  purposes 
of  this  report;  the  remainder  are  relatively  inactive.  The 
county  organizations  consist  of  an  annual  county  convention 
which  is  the  basic  organization  for  county  interdenominational 


TABLE  CLI  —  THE  NUMBER  OF  MEMBERS  ON  THE  EXECU¬ 
TIVE  COMMITTEES  OF  61  INDIANA  COUNTY 
SUNDAY  SCHOOL  ASSOCIATIONS 

Number  of  Members  Officers  Reporting 

on  Executive  Committees  the  Number  Indicated 


5  .  5 

6  .  i 

7  .  3 

8  .  1 7 

9  .  io 


10  .  6 

11  .  2 

12  .  I 

13  .  o 

14  .  3 


15  .  2 

16  .  i 

1 7  .  2 

18  .  i 

19  .  i 

20  .  2 

21  . I 

22  .  O 

23  .  I 


Statistical  Measures  : 


Total  number  of  members  on  6i  executive  committees....  620 
Average  number  of  members  on  executive  committee .  10 


Mode. . 
Median 

Qx . 

Q3 . 


8  members 


9 

8 


*4 

K 


II 


ii 


(Table  based  on  data  from  61  of  70  counties  reporting.) 


Sunday  school  work.  This  convention  elects  convention  offi¬ 
cers  and  an  Executive  Committee. 

The  Executive  Committee,  recommended  at  present  by  the 
International  Sunday  School  Association,  consists  of  the  con¬ 
vention  officers  and  four  divisional  superintendents.  There  is 

[473] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


evidence  of  an  adjustment  to  this  standard  in  Indiana.  Of 
sixty-one  counties  reporting  on  this  question,  seventeen  had 
eight  executive  committeemen ;  ten  had  nine,  and  the  remainder 
varied  from  two  to  twenty-three  members.  The  total  mem¬ 
bership  of  sixty-one  executive  committees  was  620.  (See 
Table  CLI.) 


TABLE  CLI  I  —  THE  NUMBER  OF  MEETINGS  HELD  BY  THE 
COUNTY  SUNDAY  SCHOOL  EXECUTIVE  COMMIT¬ 
TEES  IN  59  COUNTY  SUNDAY  SCHOOL 
ASSOCIATIONS 

Number  of  County  Officers 


Number  of  Meetings  Held  Reporting  the  Number  of 

During  the  Year  Meetings  Indicated 

0 .  1 

1  .  6 

2  .  15 

3  .  n 

4  .  9 

5  .  2 

6  .  4 

7  .  1 

8  .  5 

9  .  0 

10  .  1 

11  .  1 

12  .  2 

•  •••••••• 

25 .  1 

Statistical  Measures  : 

Mode  .  2  meetings  a  year 

Median — Number  of  meetings  held .  3.7 


Total  number  of  meetings  held  by  69  counties  256 
(Table  based  on  data  from  59  of  70  counties  reporting.) 

The  Executive  Committee  is  charged  with  the  following 
duties:  (1)  holding  county  conventions;  (2)  formulating 
educational  policies;  (3)  transacting  business  between  conven¬ 
tions,  and  (4)  employing  the  educational  staff  of  the  county. 
When  the  committee  consists  of  the  convention  officers  and 
four  voluntary  or  salaried  divisional  superintendents,  the  duty 
of  the  committee  also  includes  the  general  supervision  of  the 
Sunday  schools  of  the  county.  Sixty-nine  executive  commit- 

[474] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


tees  reported  256  meetings  held  during  the  year.  One  commit¬ 
tee  did  not  meet;  six  held  one  meeting;  fifteen  held  two; 
eleven,  three,  nine,  four ;  two,  five ;  four,  six ;  one,  seven ;  five, 
eight;  one,  ten;  one,  eleven;  two,  twelve,  and  one,  twenty-five 
meetings.  (See  Table  CLIV.) 

Sixty-four  executive  committees  report  the  following  dis¬ 
tribution  of  standing  committees: 


Committees 

Counties 

Reporting 

Number  Counties 
Having  Committees 
Indicated 

Executive  . 

.  64 

56 

Convention  program  . 

.  64 

43 

Finance  . 

.  64 

34 

Education  . 

.  64 

4i 

Teacher-training  . 

Children’s  Division  . . 

.  64 

38 

.  64 

55 

Young  People’s  Division . 

.  64 

53 

Adult  Division  . 

.  64 

54 

Administration  Division  . 

.  64 

13 

Others  . 

.  64 

19 

There  is  a  total  of  406  standing  committees  in  the  64 
counties.  Five  counties  have  all  nine  of  the  standing  commit¬ 
tees  named.  The  distribution  of  standing  committees  in  the 
64  counties  is  as  follows : 

One  committee,  3 ;  two  committees,  2 ;  three  committees, 
4;  four  committees,  2;  five  committees,  14;  six  committees,  5; 
seven  committees,  6;  eight  committees,  16;  nine  committees, 
11 ;  ten  committees,  1. 

ORGANIZATION  OF  TOWNSHIP  AND  DISTRICT  SUNDAY  SCHOOL 

ASSOCIATIONS 

The  county  convention,  a  voluntary  association  of  Sunday 
school  workers,  is  the  final  authority  in  township  interdenomi¬ 
national  Sunday  school  work.  This  convention  elects  its  own 
officers.  The  approved  township  organization  plan  provides 
for  convention  officers  and  an  executive  committee  consisting 
of  the  convention  officers  and  four  divisional  superintendents. 
These  divisional  superintendents  are  voluntary  supervisors  of 
the  children’s,  young  people’s,  adult  and  administrative  divi¬ 
sions. 


[475] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


There  are  1,017  townships  in  Indiana.  In  some  cases  two 
or  more  townships  are  organized  into  a  “district”  for  local 
Sunday  school  purposes.  Sixty-eight  counties  reported  757 
townships  or  districts.  Of  this  number,  570,  or  74.2  per  cent., 
were  organized  for  Sunday  school  activities.  The  following 
table  shows  the  distribution  of  townships  according  to  the 
number  in  the  county  and  the  number  organized  for  Sunday 
school  work  (Table  CLIII)  : 

TABLE  CLIII  — DISTRIBUTIONS  OF  TOWNSHIPS  ACCORDING 
TO  THE  NUMBER  OF  TOWNSHIPS  IN  THE  COUNTIES 
AND  THE  NUMBER  OF  TOWNSHIPS  ORGAN¬ 
IZED  FOR  SUNDAY  SCHOOL  WORK 


Number 
of  Town¬ 

Number  of 
Counties 
with 

Number  of 
T  ownships 

Total 
Number 
of  Town¬ 
ships  in 
Counties 

Number  of 
These 

T  ownships 

Number  of 

Per  Cent. 

ships  or 

Indi¬ 

Indi¬ 

Organised 

T  ownships 

of 

Districts  in  a 

cated  on 

cated  on 

for  S.  S. 

Not 

Whole 

County 

the  Left 

the  Left 

Activities 

Organised 

Organised 

4 

2 

8 

0 

8 

0 

5 

3 

15 

10 

5 

66 

6 

3 

18 

10 

8 

56 

7 

2 

14 

13 

1 

93 

8 

I 

8 

8 

0 

100 

9 

9 

81 

81 

0 

100 

10 

10 

100 

79 

21 

79 

11 

8 

88 

65 

23 

74 

12 

6 

72 

56 

16 

78 

13 

10 

130 

90 

40 

69 

14 

6 

84 

52 

32 

62 

15 

2 

30 

21 

9 

70 

16 

1 

16 

16 

0 

100 

1 7 

1 

17 

15 

2 

88 

18 

1 

18 

1 1 

7 

61 

19 

2 

38 

23 

15 

60 

20 

1 

20 

20 

0 

100 

(One  county  reported  eight  organized  townships  but  did  not  report 
the  number  of  townships  in  the  county.) 


Sixty-one  counties  reported  3,720  township  or  district 
officers.  The  distribution  of  officers  ranges  from  eight  in  a 
county  of  nine  townships  to  180  in  a  county  of  20  townships 
or  districts.  Four  hundred  eighty-three  out  of  the  578  organ¬ 
ized  townships  made  reports  to  the  county  secretary  in  1920. 

[476] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


GENERAL  DISCUSSION  OF  ORGANIZATION  SCHEME 

The  accompanying  diagram  (Chart  LXIV)  will  show  the 
executive  organization  of  the  Indiana  Sunday  School  Asso¬ 
ciation.  The  Executive  Committee  of  the  International  Sun¬ 
day  School  Association,  with  its  Board  of  Trustees  and  its 
General  Secretary,  constitutes  the  International  overhead. 
The  Indiana  Sunday  School  Association  consists  of  the  Indi¬ 
ana  Sunday  School  Convention,  a  Board  of  Directors,  an 
Executive  Committee,  a  Business  Committee  and  a  General 
Secretary.  The  personnel  of  the  state  overhead  consists  of 
sixteen  volunteer  officials  and  one  full-time  employed  secre¬ 
tary.  The  county  organization  consists  of  the  county  conven¬ 
tion  and  an  executive  committee.  The  township  organization 
consists  of  a  township  or  district  convention  and  an  executive 
committee. 

This  executive  machinery,  which  is  to  carry  an  educational 
program,  comprises  the  following  officers  if  all  units  are  organ¬ 
ized  with  a  minimum  quota. 

State  Executive  Committee .  16  members 

92  Township  or  district  executives .  646  “ 

1,000  Township  or  district  executive  committee¬ 
men  (Estimated) . 7,000  “ 

Total .  7,662  “ 

In  practical  operation,  the  number  of  officers,  as  the  state  is 
now  organized,  would  greatly  exceed  this  number. 

For  the  direction  of  these  1,092  organizations  with  nearly 
eight  thousand  officials,  the  state  employs  one  general  secre¬ 
tary,  with  no  field  assistants,  for  organization  purposes.  The 
fact  that  about  75  per  cent,  of  the  counties  have  each  an 
active  organization,  and  that  74.2  per  cent,  of  the  townships 
in  the  organized  counties  have  active  organizations,  is  a  tribute 
to  the  simplicity  of  the  organization  and  the  devotion  of  the 
voluntary  leadership  which  has  been  enlisted  in  this  service. 
About  56  per  cent,  of  the  state  of  Indiana  is  organized  under 
voluntary  leadership  for  cooperative  Sunday  school  work,  after 

[477] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


EXECUTIVE  COMMITTEE 
PRES.,  SEC.,  TREAS., 

4  SUPERVISORS 


The  School  in  the 
Local  Church 


Chart  LXIV  —  Executive  Organization  of  the  Indiana 
Sunday  School  Association. 

[478] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


fifty-seven  years  of  State  Sunday  School  Association  history. 
There  is  a  revelation  of  both  the  strength  and  the  weakness  of 
the  system  in  the  fact  that  sixty-one  counties  reported  620 
county  officers  and  3,720  township  officers  when,  in  addition  to 
the  State  Secretary,  but  one  full-time  and  two  part-time  county 
secretaries  are  employed  in  the  entire  state.  It  reveals  the 
sacrificial  devotion  of  volunteer  officers;  it  reveals  also  the 
great  need  of  full  time,  trained  executive  secretaries  for  all 
counties,  and  a  staff  of  organization  specialists  in  the  state 
office. 


II.  Administrative  and  Supervisory  Officers 

STATE  OFFICERS 

The  administrative  officers  of  the  Indiana  Sunday  School 
Association  consist  of  a  General  Secretary ,  a  staff  of  educa¬ 
tional  supervisors  and  a  central  office  force. 

The  General  Secretary  is  charged  with  the  oversight  and 
direction  of  the  program  of  the  association.  This  office  has 
been  filled  during  the  entire  history  of  the  association  by  men 
who  have  ranked  among  the  recognized  leaders  in  State  Sunday 
school  work.  The  terms  of  office  of  five  general  secretaries 
span  a  period  of  twenty-eight  years,  as  follows  : — C.  D.  Meigs, 
1893  to  1900;  John  Carman,  1900  to  1902;  E.  W.  Halpenny, 
1902  to  1909;  George  N.  Burnie,  1909  to  1919;  E.  T.  Albert¬ 
son,  1919  to  the  present  time.  This  record  of  continuity  of 
service,  added  to  the  fact  that  during  the  past  twenty-five  years 
but  three  men  have  served  the  association  as  president,  indi¬ 
cates  a  long  term  of  uninterrupted  service  which  should  have 
favorably  influenced  the  religious  education  work  of  the  state. 

The  present  General  Secretary,  Mr.  E.  T.  Albertson,  has 
come  up  from  the  ranks  through  a  series  of  well  deserved 
promotions.  He  served  the  Indiana  Sunday  School  Associa¬ 
tion  as  Young  People’s  and  Teacher-Training  Secretary  for 
two  and  one-half  years;  for  five  years  he  served  as  General 
Secretary  of  the  Colorado  Sunday  School  Association.  From 
Colorado,  he  was  recalled  to  the  general  secretaryship  of 

[479] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 

Indiana.  The  work  of  Mr.  Albertson  and  his  staff  consists  of 
the  following  groups  of  duties : — 

(1)  General  promotion  of  a  program  of  religious  educa¬ 

tion  throughout  the  state. 

(2)  Establishing  and  maintaining  county,  city  and  town¬ 

ship  affiliated  Sunday  school  associations  as  track¬ 
age  over  which  the  educational  program  may  be 
carried. 

(3)  Promotion  of  educational  ideals  through  affiliated 

Sunday  school  associations. 

The  General  Secretary  and  all  of  his  staff  must  be  concerned 
at  all  times  with  both  trackage  and  cargo. 

It  is  self-evident  that  a  large  part  of  the  time  and  energy 
of  the  state  staff  must  be  given  to  the  maintenance  of  the 
thousands  of  affiliated  organizations,  most  of  which  are  in 
charge  of  untrained,  voluntary  officers.  The  rapid  turn-over 
in  the  officiary  of  the  county  associations  alone  presents  admin¬ 
istrative  problems  which  deserve  the  entire  time  of  a  much 
larger  staff  than  the  Indiana  Sunday  School  Association  has 
every  employed,  to  say  nothing  of  the  educational  demands  on 
the  state  staff. 

The  present  staff  of  the  general  secretary  consists  of  four 
divisional  secretaries;  namely,  Children’s  Division  Superin¬ 
tendent,  Young  People’s  Division  Superintendent,  Adult  Divi¬ 
sion  Superintendent  and  Administration  Division  Superintend¬ 
ent.  These  four  superintendents  undertake  to  promote  the 
work  of  the  four  divisions  of  the  Sunday  school  through  the 
use  of  supervisory  machinery  which  they  establish  in  county 
and  township  Sunday  school  associations,  and  through  general 
promotion  agencies.  The  Children’s  and  Young  People’s  Divi¬ 
sion  Superintendents  are  full-time  salaried  employees  of  the 
State  Sunday  School  Association.  The  other  two  superintend¬ 
ents  are  volunteer  workers  who  give  to  the  work  of  their  divi¬ 
sions  what  time  they  can  spare  from  busy  business  and  pro¬ 
fessional  lives. 

The  Children’s  Division  has  had  a  salaried  superintendent 
for  fifteen  years.  Mrs.  Maud  Junkin  Baldwin  and  Miss  Hazel 
Lewis,  who  have  attained  national  leadership  in  this  field,  laid 

[480] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


the  foundations  of  the  children’s  division  work  in  Indiana. 
The  terms  of  office  of  children’s  division  superintendents  have 
been  as  follows:  Mrs.  Maud  Junkin  Baldwin,  1906  to  1909; 
Miss  Hazel  Lewis,  1910  to  1912;  Miss  Emma  Lemon,  1913 
to  1920;  Miss  Nellie  C.  Young,  since  the  spring  of  1921. 
Miss  Young  is  a  college  graduate  and  an  experienced  public 
school  teacher.  Her  professional  training  for  children’s  divi¬ 
sion  work  was  received  at  the  summer  institutes  at  Bethany 
Park,  Indiana,  and  at  Lake  Geneva,  Wisconsin. 

The  Young  People’s  Division  is  of  more  recent  origin 
than  the  Children’s  Division.  It  has  been  supervised  by  volun¬ 
tary  directors  for  most  of  its  existence;  for  several  years  it 
was  joined  with  missionary  education  or  teacher-training. 
This  voluntary  leadership  has  helped  to  train  some  of  the 
influential  Sunday  school  leaders  of  the  state,  among  them 
being  E.  T.  Albertson,  now  General  Secretary,  and  Theodore 
Mayer,  now  secretary  of  the  Board  of  Sunday  School  of  the 
Evangelical  Synod  of  North  America.  During  recent  years, 
this  division  has  been  under  the  charge  of  a  full-time,  salaried 
superintendent.  The  present  superintendent,  Rev.  Wayne  G. 
Miller,  has  had  three  years’  college  training,  and  successful 
pastorial  and  Young  Men’s  Christian  Association  experience. 
His  special  training  for  young  people’s  work  was  secured  in 
the  International  Training  School  at  Lake  Geneva,  Wisconsin. 

Previous  to  the  present  form  of  organization,  with  its  four 
divisions,  there  were  various  departments  with  more  or  less 
influence,  such  as :  home  department,  missionary  education 
department,  temperance  department,  teacher-training  depart¬ 
ment,  and  publicity  department.  The  report  of  the  superin¬ 
tendent  of  the  publicity  department  for  the  year  ending  in 
June,  1915,  shows  the  tendency  of  state  departments  to  repro¬ 
duce  themselves  through  the  affiliated  county  and  township 
organizations.  The  report  says :  “Another  purpose  sought 
is  the  organization  of  a  department  of  publicity  in  each  county 
association  which  would  establish  in  at  least  one  newspaper  in 
the  county  seat,  a  column  or  department  for  Sunday  school 
news.  A  county  superintendent  of  publicity  should  be  named.” 
( Program  of  Fifty-first  Annual  Sunday  School  Association , 
p,  20.) 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


The  divisional  organizations  are  carried  down  through  the 
counties  and  townships  and  each  divisional  superintendent  is 
responsible  for  the  creation  and  maintenance  of  this  divi¬ 
sional  machinery  as  well  as  for  the  promotion  of  a  divisional 
program.  The  demands  of  this  machinery  on  the  general 
secretary  and  the  division  superintendents  is  well  illustrated 
by  the  following  extract  from  the  report  of  the  General 
Secretary  for  1912.  “During  the  year,  Miss  Lewis  (the 
Children’s  Division  Superintendent)  made  the  following  rec¬ 
ord:  County  conventions,  54;  township  conventions,  8; 

institutes,  11;  committees,  11;  special  meetings,  13;  Sunday 
schools  visited,  1 1 ;  public  schools  visited,  1 ;  number  of 
places  reached,  91 ;  number  of  sessions  attended,  221 ;  number 
of  addresses  given,  219;  other  conferences,  43;  miles  traveled, 
10,927.  My  record  is:  county  conventions,  63;  township 
conventions,  17;  institutes,  3;  committee  meetings,  4;  special 
meetings,  6;  Sunday  schools  visited,  25;  other  meetings,  4; 
number  of  places  reached,  101 ;  number  of  sessions  attended, 
265 ;  number  of  addresses  given,  229;  round  table  conferences, 
72;  other  conferences,  67;  miles  traveled,  10,563.”  ( Program 

Forty-Eighth  Annual  Convention ,  p.  16.)  With  the  present 
schedule  of  the  employed  officers  of  the  state  association,  each 
secretary  or  superintendent  will  be  able  to  visit  each  county  in 
the  state  once  in  three  years.  This  schedule  leaves  scant  time 
for  necessary  office  work  or  for  productive  educational  work  on 
the  part  of  the  educational  staff  of  the  Indiana  Sunday  School 
Association. 


COUNTY  OFFICERS 

In  nearly  all  cases  the  executive  and  supervisory  work  of 
the  county  Sunday  school  associations  is  under  the  direction 
of  voluntary  local  leaders.  One  county  reports  a  full-time 
secretary  at  an  annual  salary  of  $1,040;  one  county  reports  a 
part-time  secretary  at  $100  per  annum ,  and  another  county 
reports  a  part-time  secretary  at  $25  per  annum.  The  re¬ 
mainder  report  no  salaried  officers. 

[482] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


The  accompanying  table  shows  the  days  of  service  ren¬ 
dered  in  the  year  1920  by  the  non-salaried  county  officers  in 
sixty-seven  Indiana  counties : 


TABLE  CLIV  — NUMBER  OF  DAYS  OF  SERVICE  GIVEN 
DURING  1920  BY  CERTAIN  NON-SALARIED  COUNTY 
SUNDAY  SCHOOL  ASSOCIATION  OFFICERS 


Titles  of 

Number 

°f . 

Counties 

Not 

Number 

of ' 

Counties 

Days 

Per 

Annum 

Number 
of  . 

Counties 
Report¬ 
ing  on 

Number 
of  . 

Counties 
Not 
Report¬ 
ing  on 

Non-Salaried  Reporting 

Reporting 

Given 

Days  of 

Days  of 

Officers 

Officer 

Officer 

by  This 

Service 

Service 

President . 

at  Left 

0 

at  Left 

67 

Officer 

629 

Given 

26 

Given 

41 

Vice-President . 

4 

63 

137 

14 

53 

Secretary 1 . 

1 

66 

778 

25 

42 

Chairman  Executive 
Committee . 

36 

3i 

135 

4 

63 

Treasurer  1 . 

30 

37 

320 

8 

59 

Superintendent  of 
Teacher-Training2. . . 

1 7 

50 

108 

15 

52 

Superintendent  of 
Young  People’s  Divi¬ 
sion  . 

5 

62 

158 

14 

53 

Superintendent  of 
Children’s  Division. . 

4 

63 

253 

6 

61 

Superintendent  of 
Adult  Division8 . 

4 

63 

217 

13 

54 

Superintendent  of 
Administrative  Divi¬ 
sion . 

10 

57 

116 

14 

53 

Superintendent  of 
Home  Department  *. . 

25 

42 

42 

7 

60 

Superintendent  of 
Temperance 8 . 

29 

38 

63 

10 

57 

Superintendent  of 
Missions  8 . 

28 

39 

47 

8 

59 

(Table  based  on  data  from  61  of  70  counties  reporting.) 


1  In  29  cases  the  secretary  and  treasurer  are  merged  in  one  office. 

2  In  6  cases  Teacher-Training,  Temperance  and  Missions  were  merged  under 
“Educational.” 

*  In  s  cases  Adult,  Home  Department,  Temperance  and  Missions  were  merged. 
In  2  cases  Home  Department.  Temperance  and  Missions  were  merged.  Forty-four 
counties  reported  1,622  Sunday  schools  visited  by  county  officers  and  superintendents 
in  1920. 


For  several  years  an  effort  has  been  made  to  merge  all 
supervisory  activities  into  four  departments;  namely  Chil¬ 
dren’s,  Young  People’s,  Adult,  and  Administrative.  The 

[483] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


children’s  division  and  the  young  people’s  division  have  been 
most  actively  promoted  from  the  state  and  international  offices. 
The  adult  and  administrative  divisions  have  been  under  volun¬ 
tary  leadership,  and  consequently  these  divisions  have  not  been 

TABLE  CLV  — LENGTH  OF  SERVICE  IN  MONTHS  OF  36 
INDIANA  COUNTY  YOUNG  PEOPLE’S 
DIVISION  SUPERINTENDENTS 


Number 
of  Months 

Service 

Two  . 

Superintendents 
Serving  Months 
Indicated 

.  2 

Three  . 

.  1 

Four  . 

. .  2 

Five  . 

.  3 

Six  . 

.  3 

Seven  . 

.  I 

Eight  . 

. .  1 

Nine  . 

Ten  . 

.  1 

Eleven  . 

Twelve  . 

.  4 

Thirteen  . 

.  I 

Fourteen  . 

.  0 

Fifteen  . 

.  1 

Sixteen  . 

.  2 

Seventeen  . 

Eighteen  . 

.  0 

Twenty-four . 

Thirty  . 

Thirty-six  . 

Forty-two  . 

Statistical  Measures 

Months 

Total  months  of  service  rendered  by  superintendents..  549 


Average  length  of  service  rendered .  15 

Median  length  of  service  rendered .  12 


(Table  based  on  data  from  100  per  cent,  of  36  counties  reporting.) 


promoted  with  the  same  vigor  as  have  the  other  divisions 
which  have  had  the  advantage  of  full-time  salaried  superin¬ 
tendents  in  the  state  office.  It  has  seemed  desirable  to  make  a 
study  of  the  type  of  leadership  which  could  be  recruited  for 

[484] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


voluntary  service  in  the  counties  by  division  specialists  in  the 
state  office.  Accordingly,  a  special  study  has  been  made  of 
the  county  young  people’s  division  superintendents  and  the 
county  children’s  division  superintendents. 


TABLE  CLVI  — PRESENT  AGE  OF  36  INDIANA  COUNTY 
YOUNG  PEOPLE’S  DIVISION  SUPERINTENDENTS  AND 
AGE  WHEN  THE  INDIVIDUAL  ASSUMED 
THE  PRESENT  OFFICE 


Male  Female 

NUMBER  OF  CASES  OF  NUMBER  OF  CASES  OF 
THE  AGES  INDICATED  THE  AGES  INDICATED 


Age  in  Years 


On  A ssuming  On  A ssuming 

Office  At  Present  Office  At  Present 


15  to  19  years, 
20  “  24 


25  29 

30  “  34 
35  “  39 
40  “  44 

45  “  49 
50  “  54 


1 
5 
5 
4 

2 
2 
o 
1 


010 

401 

522 

4  4  3 

423 
142 
124 

ill 


(Table  based  on  data  from  100  per  cent,  of  36  counties  reporting.) 


County  Young  People’s  Division  Superintendents 

Number  and  Length  of  Serznce :  From  a  list  of  81  names 
of  county  young  people’s  division  superintendents,  furnished 
by  the  Indiana  Sunday  School  Association,  responses  could  be 
secured  from  only  36,  or  44.4  per  cent.  Some  were  not  aware 
that  they  had  been  appointed  to  this  office;  others  were  not 
taking  their  appointment  seriously.  Of  the  36  superintendents 
returning  question-schedules,  1 1  had  been  in  service  six  months 
or  less  time ;  5  had  served  from  7  to  1 1  months ;  4  had  served 
one  year;  6  had  served  from  13  to  18  months;  2  had  served 
two  years;  4,  two  and  one-half  years;  2,  three  years;  and  2, 
three  and  one-half  years.  Twenty,  or  55.5  per  cent.,  had 
served  one  year  or  less;  8,  or  22.2  per  cent.,  had  served  more 
than  two  years.  Eighteen  superintendents  reported  that  their 
predecessors  served  an  average  of  1.3  years  each.  It  is  clear 
that  the  annual  mortality  of  county  young  people’s  division 
superintendents  is  very  high.  Table  CLV  shows  the  median 

[485] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


length  of  service  to  be  one  year;  i.e.,  there  is  a  complete  “turn¬ 
over”  every  twelve  months. 

Sex,  Age,  Marital  State,  Race,  Nativity,  Salary,  and  Occu¬ 
pation:  Twenty  of  the  thirty-six  superintendents  are  male, 
and  sixteen  are  female.  Table  CLVI  shows  that  the  ages  of 
the  largest  group  of  men  fall  between  25  and  29  years;  and 
the  present  ages  of  the  largest  group  of  women  fall  between 
30  and  39  years.  Eleven  males  and  eleven  females  are  mar¬ 
ried;  nine  males  and  five  females  are  single.  Fifteen  super¬ 
intendents  report  a  total  of  31  children  in  their  families.  All 
of  the  thirty-six  superintendents  belong  to  the  white  race;  all 
were  born  in  the  United  States;  all  serve  the  County  Sunday 
School  Association  without  salary.  Two  were  reared  in  the 
village;  five,  in  the  city;  twenty-four,  in  the  country;  one,  in 
village  and  city;  one,  in  city  and  country,  and  three,  in  village 
and  country.  Thirty-five  superintendents  list  their  occupations 
as  follows  :  Agricultural,  1 1 ;  trade,  1 ;  public  service,  1 ;  pro¬ 
fessional,  9;  clerical,  4;  housewife,  9.  Twenty-three  super¬ 
intendents  report  a  median  yearly  income  of  $1,100,  which  is 
$374.40  below  the  median  income  of  the  Sunday  school 
teachers  whom  they  supervise. 

Social  and  Educational  Background:  The  general  educa¬ 
tion  of  thirty  fathers  and  thirty-three  mothers  of  young 
people's  division  superintendents  was  as  follows :  70  per  cent, 
of  the  fathers  and  69.7  per  cent,  of  the  mothers  had  received 
eight  years  or  less  of  schooling;  10  per  cent,  of  the  fathers 
and  6  per  cent,  of  the  mothers  attended  high  school  but  did 
not  graduate;  3.3  per  cent,  of  the  fathers  and  9  per  cent,  of 
the  mothers  were  graduated  from  high  school;  13.3  per  cent, 
of  the  fathers  and  12. 1  per  cent,  of  the  mothers  attended 
college,  but  did  not  graduate;  3.3  per  cent,  of  the  fathers  and 
3  per  cent,  of  the  mothers  were  graduated  from  college. 

The  following  tables  will  show  that  the  county  young 
people’s  division  superintendents  have  come,  for  the  most  part, 
from  Indiana  farm  homes  with  very  modest  incomes.  (Tables 
CLVII  and  CL VIII.) 

Education,  Professional  Training  and  Teaching  Experi¬ 
ence:  Nearly  two-thirds  of  the  Indiana  young  people’s  divi- 

[486] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


sion  superintendents  have  never  attended  an  institution  of 
higher  learning.  One-eighth  (12.5  per  cent.)  have  had  eight 
years  of  schooling  or  less;  about  one-fourth  (28.1  per  cent.) 
have  finished  nine  or  ten  grades;  one-fourth  (25  per  cent.) 

TABLE  CLVII  —  ANNUAL  INCOME  OF  FATHERS  OF  TWENTY- 
ONE  INDIANA  COUNTY  YOUNG  PEOPLE’S  DIVI¬ 
SION  SUPERINTENDENTS 


Father’s  Income 

$  500 . 

600 . 

900 . 

1,000 . 

1,200 . 

L500 . 

1,800 . 

2,000 . 

3,000 . 

4,000 . 

5,000 . 


Number  of  Cases 

. . . .  2 

3 

. . . .  2 

3 
3 

. . . .  1 

. . . .  1 

3 

. . . .  1 

. . . .  1 

. . . .  1 


have  finished  eleven  or  twelve  grades;  a  little  more  than  one- 
sixth  (15.6  per  cent.)  have  attended  college  but  have  not 
graduated;  and  about  one-sixth  (18.7  per  cent.)  have  been 
graduated  from  college.  The  median  years  of  schooling  is 
1 2. 1.  In  other  words,  there  are  as  many  country  young  peo- 


TABLE  CLVIII  — OCCUPATION  OF  THE  FATHERS  OF  THIRTY- 
SIX  INDIANA  COUNTY  YOUNG  PEOPLE’S  DIVISION 

SUPERINTENDENTS 


Father’s  Occupation 


Number  of  Cases 


Agriculture  .  27 

Manufacturing  .  4 

Trades  .  1 

Transportation  .  1 

Professional  .  I 

Public  Service  .  1 

Clerical  .  1 


pie’s  division  superintendents  who  are  high  school  graduates 
as  there  are  who  are  not  high  school  graduates.  (See  Table 
CLIX.) 

Only  14  of  the  36  superintendents  have  taken  courses  in 
either  theory  of  teaching,  educational  psychology,  school  man- 

[487] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


agement,  or  history  of  education,  in  high  school,  normal  school 
or  college.  Only  five  have  taken  courses  in  all  four  subjects. 
Eleven  of  the  thirty-six  report  courses  in  institutions  of  higher 
learning  in  the  field  of  religion,  as  follows :  Biblical  history, 
7;  Biblical  literature,  6;  missions,  3;  religious  education,  4; 
church  history,  2.  Only  one  superintendent  has  taken  all  five 
of  these  courses. 

TABLE  CLIX  — YEARS  OF  GENERAL  EDUCATION  OF  32 
INDIANA  COUNTY  YOUNG  PEOPLE’S  DIVISION 

SUPERINTENDENTS 

Number  of 
Superintendents 
W ho  Have  Had 
the  Number  of 
Years  Schooling 


Number  of  Years  Indicated 

7-0-  7-9 .  1 

8.o-  8.9 .  3 

9.0-  9.9 .  8 

10.0-10.9 .  1 

n.0-11.9 .  2 

12.0-12.9 .  7 

13*0-13.9 .  1 

14.0-14.9 .  3 

15*0-15*9 .  o 

16.0-16.9 .  5 

•  ••••••••• 

20.0-20.9 . 1 

Statistical  Measures:  Years 

Average .  11.7 

Median .  12.1 

Qi .  9*5 

Qa .  14*3 


(Table  based  on  data  from  32  of  36  counties  reporting.) 


The  professional  training  of  young  people’s  division  super¬ 
intendents,  in  schools  other  than  institutions  of  higher  learn¬ 
ing,  has  been  even  more  meager  than  in  the  more  advanced 
courses.  Only  one  reports  attendance  upon  a  School  of 
Principles  and  Methods.  Eleven  have  pursued  teacher-training 
courses  in  local  churches,  with  an  attendance  varying  from  ten 
to  forty  weeks,  with  an  average  of  twenty-two  weeks.  Only 

[488] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


two  had  graduated.  None  had  attended  a  community  training 
school;  two  had  attended  summer  conferences  at  Winona 
Lake.  The  special  preparation  of  these  superintendents  for 
the  specific  work  of  supervising  young  people’s  work  in  the 
county  has  been  as  follows :  Four  have  attended  the  Inter¬ 
national  Sunday  School  Training  School  at  Lake  Geneva, 
Wisconsin.  Seven  report  attendance  upon  county  council 
meetings.  Thirty-four  have  attended  a  total  of  114  county 
conventions.  Thirteen  have  attended  state  worker’s  confer¬ 
ences  from  one  to  six  times.  Seventeen  have  attended  state 
Sunday  school  conventions.  Fifteen  have  attended  county 
young  people’s  division  institutes  from  one  to  nine  times. 
Thirty  of  the  thirty-six  superintendents  have  taught  in  Sunday 
school;  thirteen  in  the  public  day-school,  and  one  in  normal 
school.  Sixteen  say  they  use  a  public  library  frequently  and 
sixteen  say  they  do  not  make  frequent  use  of  a  public  library. 
Twenty-eight  reported  that  they  had  read  a  total  of  407  books 
during  the  year,  1920.  The  total  number  of  books  in  the 
libraries  of  twenty-nine  superintendents  was  3,416. 

The  Indiana  young  people’s  division  superintendent  is 
selected  from  the  faithful  Sunday  school  teachers  of  average 
ability  who  attend  the  county  conventions  and  manifest  an 
interest  in  young  people’s  work  in  the  local  church.  Profes¬ 
sional  training  and  specific  preparation  for  their  work  is  lim¬ 
ited  to  infrequent  attendance  upon  county  or  state  conferences. 

Supervisory  Activities:  Twenty-eight  of  the  thirty-six 
superintendents  are  Sunday  school  teachers  whose  duties  will 
not  permit  them  to  give  much  time  to  the  actual  supervision 
of  young  people’s  departments  on  Sunday.  Out  of  a  possible 
1,664  visits,  thirty-two  superintendents  report  a  total  of  117 
visits  during  the  52  Sundays  of  1920.  Three  superintendents 
say  they  gave  no  time  to  the  work  of  their  office ;  eleven  report 
from  six  to  thirty-six  days,  with  an  average  of  nearly  18  days 
each  year  to  this  work.  Twenty-two  omitted  this  question. 
Ten  superintendents  held  no  institutes  during  1920;  seven 
held  13  institutes  with  a  total  attendance  of  646;  two  held  six 
institutes  but  their  enrollment  is  not  reported. 


[489] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


What  do  young  people’s  division  superintendents  do  when 
they  visit  schools  in  their  counties?  The  following  table  will 
answer  this  question:  (See  Table  CLX.) 


TABLE  CLX  — WHAT  25  COUNTY  YOUNG  PEOPLE’S  DIVISION 
SUPERINTENDENTS  AND  27  COUNTY  CHILDREN’S 
DIVISION  SUPERINTENDENTS  DO  WHEN 
THEY  VISIT  SUNDAY  SCHOOLS 


25  County  Young  27  County  Chil- 
People’s  Divisions  dren’s  Divisions 

Number  of  Number  of 

Superintend-  Superintend¬ 

ents  Number  of  ents  Number  of 
Who  Superintend-  Who  Superintend- 
Things  Superintendents  Do  do  not  ents  Who  do  not  ents  Who 

When  Visiting  Do  as  Do  as  Do  as  Do  as 

Schools  Indicated  Indicated  Indicated  Indicated 


Talk  to  assembly  of  school 
about  Young  People’s  Division 

work  . 

Advertise  county  convention  or 

institutes  . 

Promote  plans  for  Young  Peo¬ 
ple’s  work  . 

Hold  conference  with  superin¬ 
tendents  and  teachers  con¬ 
cerning  Young  People’s  Divi¬ 
sion  standards  for  local 

school . 

Teach  a  class . 

Make  an  address  in  Young 

People’s  Division  . 

Observe  work  of  school . 

Observe  work  of  school  and 
give  practical  suggestions  for 

improvement  . 

Present  County  Young  People’s 

Division  standards  . 

Gather  statistics  for  county  re¬ 
port  . 

Present  county  banner  or  award 
Organize  classes  of  Young  Peo¬ 
ple’s  age  . . 


6 

19 

9 

18 

6 

19 

12 

15 

9 

16 

8 

19 

11 

14 

12 

15 

19 

6 

18 

9 

21 

4 

1 7 

10 

10 

15 

5 

21 

18 

7 

11 

16 

13 

12 

12 

15 

14 

11 

6 

21 

24 

1 

25 

2 

23 

2 

•  • 

•  • 

Of  eight  superintendents  who  report  the  time  spent  in 
visiting  each  school,  four  remained  60  minutes ;  the  other  four 
remained  30,  25,  20  and  15  minutes  respectively.  Six  super¬ 
intendents  remained  with  the  teachers  and  officers  after  the 
school  session  for  conferences  of  the  following  duration : 
2,  no  time;  the  remaining  four,  10,  15,  20,  and  30  minutes 

[490] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


respectively.  Three  superintendents  report  six  camp  confer¬ 
ences  for  Older  Boys;  and  three  report  an  equal  number  of 
camp  conferences  for  Older  Girls.  Five  superintendents  report 
eighteen  townships  meeting  the  young  people’s  division  stand¬ 
ard  ;  and  seven  report  82  local  schools  meeting  the  local  school 
standard  for  the  young  people’s  division. 

The  cost  of  supervision  is  one  way  to  measure  its  amount 
and  quality.  Of  the  twenty  counties  replying  to  this  inquiry, 
fourteen  did  not  spend  any  money  for  young  people’s  work  last 
year  and  six  report  a  total  expense  of  $297. 

County  Children’s  Division  Superintendents 

Number  and  Length  of  Service:  From  a  list  of  83  county 
children’s  division  superintendents,  information  was  received 
from  thirty-six.  Some  could  not  be  located,  some  had  removed 
from  the  state,  some  did  not  know  they  had  been  elected  to  this 
office,  and  others  had  received  notice  of  their  appointment  and 
declined  to  accept  the  position.  Those  who  responded  with 

TABLE  CLXI  —  THE  LENGTH  OF  SERVICE  IN  MONTHS  OF  36 
INDIANA  COUNTY  CHILDREN’S  DIVISION 
SUPERINTENDENTS 

Superintendents  Reporting  the 
Length  of  Service  Indicated 
Length  of  Service  in  Months  Number  PerCent. 


Totals....  36  100.0 

1.0-  5-9 .  3  12.1 

6.0-11.9 .  6  16.6 

12.0-17.9 .  9  25.0 

18.0-23.9 .  1  2.8 

24.0-29.9 .  4  1 1. 1 

30.0-35-9 .  2  5.5 

36.0-41.9 .  2  5.5 

42.0-47.9 .  1  2.8 

48.0-53.9 .  1  2.8 

54.0-59.9 .  1  2.8 


72.0-77.9 .  1  2.8 


•  «•••••••••• 

84.0-89.9 .  1  2.8 


♦  •*••••••••• 

102.0-107.9 .  1  2.8 

144.0-150.0 .  1  2.8 


(Table  based  on  data  from  100  per  cent,  of  36  counties  reporting.) 

[491] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


information,  without  doubt,  represent  the  great  majority  of 
the  active  children’s  division  superintendents  in  the  counties  of 
Indiana.  The  presence  of  a  full-time  state  children’s  division 
superintendent  for  the  past  fifteen  years  does  not  seem  to  have 
given  the  state  a  very  large  or  permanent  group  of  county 
children’s  division  superintendents.  The  mortality  of  county 
children’s  division  superintendents  has  been  less  than  that  of 
the  county  young  people's  division  superintendents.  Twenty- 
four  persons  who  preceded  the  present  incumbents  in  twenty- 
four  counties  had  served  an  average  of  two  years  each.  Of  the 
present  thirty-six  superintendents  reporting,  28.7  per  cent, 
have  served  one  year  or  less ;  27.8  per  cent,  have  served 
between  one  and  two  years;  17.6  per  cent,  have  served  between 
two  and  three  years;  and  25.1  per  cent,  have  served  from 
three  to  twelve  and  one-half  years.  At  this  rate,  there  would 
be  practically  a  complete  turnover  every  eighteen  months. 
(See  Table  CLXI.) 

Sex ,  Age,  Marital  State,  Race,  Nativity,  Salary  and  Occu¬ 
pation:  There  was  but  one  man  among  the  thirty-six  chil¬ 
dren’s  division  superintendents  reporting;  86.1  per  cent,  are 
above  thirty  years  of  age,  and  36.1  per  cent,  are  between 
forty-five  and  sixty  years  of  age.  The  median  age  is  39  years 
and  six  months.  That  is,  there  are  as  many  county  children’s 
division  superintendents  who  are  below  39.5  years  of  age  as 
there  are  county  children’s  division  superintendents  who  are 
above  that  age.  Nine  superintendents  are  single  and  twenty- 
seven  are  married;  nineteen  of  the  married  superintendents 
report  a  total  of  forty-seven  children  in  their  families,  and 
four  report  no  children ;  all  belong  to  the  white  race,  all  were 
born  in  the  United  States;  all  serve  the  county  associations 
without  salary.  Thirty-four  superintendents  report  their  occu¬ 
pations  as  follows:  Agriculture,  3;  trade,  3;  professional,  6; 
clerical,  1 ;  student,  1 ;  home-maker,  20.  Fifteen  superin¬ 
tendents  reported  incomes  varying  from  $800  to  $7,000,  with 
a  median  of  $1,400.  Three  housewives  reported  incomes  of 
from  $100  to  $200  each  in  addition  to  the  husband’s  income. 

Social  and  Educational  Backgrounds:  Twenty-one  of  the 
thirty-six  superintendents  were  reared  in  the  country ;  seven,  in 

[492] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


the  village ;  three,  in  the  city ;  one,  in  the  village  and  country ; 
three  in  city  and  country,  and  one  in  city,  village  and  country. 
These  superintendents  come,  for  the  most  part,  from  farm 
homes.  Twenty-four  out  of  thirty-four  gave  agriculture  as 
their  fathers’  occupations.  The  income  of  the  fathers  of  these 

TABLE  CLXII  — INDIANA  COUNTY  CHILDREN’S  DIVISION 
SUPERINTENDENTS  DISTRIBUTED  WITH  REFERENCE 
TO  YEARS  OF  GENERAL  EDUCATION  OF  31 
FATHERS  AND  30  MOTHERS  OF  INDIANA 
COUNTY  CHILDREN’S  DIVISION 
SUPERINTENDENTS 

Superintendents  Superintendents 
Who  Report  Total  Who  Report  Total 
Years  of  Father’s  Years  of  Mother’s 
Schooling  to  Be  Schooling  to  Be 


the  Number  of 

the  Number  of 

Total  Years  of  General 

Years  Indicated 

Years  Indicated 

Education 

Number 

Per  Cent. 

Number 

Per  Cent, 

Totals. . . . 

3i 

100. 

30 

100. 

1 

3-2 

0 

0. 

0 

0. 

0 

0. 

0 

0. 

0 

0. 

3 . 

0 

0. 

1 

3-3 

4 . 

0 

0. 

0 

0. 

5 . 

2 

6.4 

0 

0. 

6 . 

0 

0. 

2 

6.6 

7 . 

2 

6.4 

0 

0. 

8 . 

24 

774 

19 

63.3 

9 . 

1 

3-2 

2 

6.6 

0 

0. 

3 

10.0 

0 

0. 

0 

0. 

0 

0. 

I 

3-3 

13 . . . 

1 

3-3 

2 

6.6 

(Table  based  on  returns  from  36  county  children’s  division  superin¬ 
tendents.) 


officers,  as  reported  by  sixteen  superintendents,  varies  from 
$800  to  $12,000;  with  about  50  per  cent.  $1,000  and  below, 
and  about  50  per  cent,  with  an  income  above  $1,000.  Ninety- 
three  per  cent,  of  the  fathers  and  73  per  cent,  of  the  mothers 
have  an  eighth-grade  education  or  less.  (See  Table  CLXII.) 

Education ,  Professional  Training  and  Teaching  Experi¬ 
ence:  The  general  education  of  the  children’s  division  super¬ 
intendents  is  much  higher  than  that  of  their  parents.  The 

[493] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


thirty-four  persons  reporting  on  this  question  received  the 
following  degrees  of  general  education :  eighth  grade  and 
below,  8.8  per  cent. ;  from  the  ninth  grade  to  the  eleventh 
grade,  20.3  per  cent.;  high  school  graduation,  32.3  per  cent.; 
three  years  of  college  work,  34.8  per  cent. ;  college  graduation, 
2.9  per  cent.  The  median  is  12.4  years  and  the  mode  or 
largest  single  group  is  12  years. 

The  professional  training  of  these  superintendents  re¬ 
ceived  in  high  school,  normal  school  or  colleges,  as  reported 
by  twenty-one  persons,  has  included  the  following  courses : 
theory  of  teaching,  19  persons;  educational  psychology,  17 
persons;  school  management,  16  persons;  history  of  education, 
15  persons.  Twenty-seven  out  of  thirty-six  persons  omitted 
the  question  concerning  courses  in  Biblical  history  and  litera¬ 
ture,  etc.  Four  had  taken  Biblical  history;  seven,  Biblical 
literature;  six,  missions;  three,  religious  education;  and  five, 
church  history.  Seventeen  have  held  public  school  teachers’ 
certificates. 

Only  three  of  the  thirty-six  superintendents  are  reported 
as  members  of  the  International  Children’s  Division  Reading 
Circle;  29  report  definitely  that  they  are  not  members.  Two 
superintendents  have  never  attended  a  county  Sunday  school 
convention;  27  have  attended  a  total  of  101  county  conven¬ 
tions.  Eight  have  never  attended  a  state  Sunday  school 
convention;  24  have  attended  a  total  of  74  state  conventions. 
Three  superintendents  have  never  attended  a  county  council 
meeting;  twenty-nine  have  reported  a  total  of  191  meetings; 
14  have  not  attended  a  state  worker’s  conference,  and  15  have 
attended  a  total  of  25  such  conferences.  One-third  have  never 
attended  a  county  children’s  division  institute;  9  have  attended 
43  such  institutes.  Twenty-four  superintendents  report  an 
average  of  five  hours  a  week  spent  in  religious  study;  29  say 
they  make  frequent  use  of  public  libraries;  25  read  a  total  of 
442  books  during  the  year,  1920;  27  report  a  total  of  5.804 
volumes  in  their  private  libraries. 

Supervisory  Activities:  Each  of  the  thirty-six  county 
children’s  division  superintendents  reporting  is  responsible  for 

[494] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


the  supervision  of  sixty-three  Sunday  schools  in  ten  townships 
or  districts.  For  this  service,  they  have  the  assistance  of  town¬ 
ship  children’s  division  superintendents.  In  what  ways  and  to 
what  extent  do  these  county  supervisors  actually  supervise? 
The  following  paragraphs  are  the  answer  to  this  inquiry : 

Two-thirds  of  the  36  superintendents  omit  the  question  as 
to  the  amount  of  time  given  to  the  work  of  their  office;  one 

TABLE  CLXIII  — WHAT  35  TOWNSHIP  YOUNG  PEOPLE’S 
DIVISION  SUPERINTENDENTS  AND  53  TOWNSHIP 
CHILDREN’S  DIVISION  SUPERINTENDENTS  DO 
WHEN  THEY  VISIT  SUNDAY  SCHOOLS 

35  Township  Young  53  Township  Chil- 
People’s  Division  dren’s  Division 

Superintendents  Superintendents 


Number 
Superin - 

Number 

Number 

Superin- 

Number 

tendents 

Superin - 

tendents 

Superin- 

Who 

tendents 

Who 

tendents 

Do  Not  Do 

Who  Do 

Do  Not  Do 

Who  Do 

the  Things 

the  Things 

the  Things 

the  Things 

Activities 

Mentioned 

Mentioned 

Mentioned 

Mentioned 

Talk  to  assembly  of  school 
about  Young  People’s 
Division  work  . 

16 

19 

23 

30 

Advertise  township  or 
county  convention  or  in¬ 
stitute  . 

16 

19 

28 

25 

Promote  plans  for  Young 
People’s  work  . 

1 7 

18 

21 

32 

Hold  conference  with 
superintendent  and 
teachers  concerning 
Young  People’s  Division 
standards  for  local 
school  . 

22 

13 

30 

23 

Make  an  address  in  Young 
People’s  Division  . 

28 

7 

40 

13 

Teach  a  class . 

19 

16 

39 

14 

Observe  work  of  school.. 

9 

26 

15 

38 

Observe  work  of  school 
and  give  practical  sug¬ 
gestions  for  improve¬ 
ment  . 

22 

13 

29 

24 

Present  county  and  town¬ 
ship  or  district  Young 
People’s  or  Children’s 
Division  standards . 

23 

12 

28 

25 

Gather  statistics  for  town¬ 
ship  or  county  report. .. 

12 

23 

17 

36 

Present  township  banner 
or  award  . 

3i 

4 

51 

2 

[495] 

RELIGIOUS  EDUCATION  OF  PROTESTANTS 


does  not  give  any  time,  and  eleven  give  a  total  of  333  days  to 
this  service.  Seventeen  do  not  say  how  much  money  was 
expended  during  the  year  for  the  prosecution  of  their  work, 
six  spent  no  money,  and  thirteen  counties  spent  a  total  of  $257 
on  their  children’s  divisions  during  the  year. 

Eleven  counties  held  no  county  children’s  division  insti¬ 
tutes  in  1920;  seventeen  counties  held  23  such  institutes  with 
a  total  attendance  of  593  persons.  Ten  of  the  36  counties  did 
not  observe  children’s  week;  seven  omitted  the  question;  and 
19  reported  children’s  week  observance  by  247  schools.  Over 
half  of  the  county  superintendents  omitted  the  question  regard¬ 
ing  the  number  of  townships  and  schools  meeting  the  recog¬ 
nized  standards;  eight  reported  that  there  were  no  townships 
in  their  counties  meeting  the  township  standards;  eight  re¬ 
ported  a  total  of  53  townships  which  have  met  the  standards. 
Five  reported  that  there  were  no  schools  in  their  counties  meet¬ 
ing  the  approved  local  school  standards  and  twelve  counties 
report  a  total  of  158  schools  which  do  meet  the  standards. 
Twenty-nine  of  the  thirty-six  county  superintendents  are  either 
officers  or  teachers  in  local  Sunday  schools  which  require  their 
presence  on  Sundays.  This  explains  the  fact  that  the  19 
superintendents  who  have  visited  schools  have  only  made  102 
visits  to  Sunday  schools  in  52  weeks. 

Table  CLXIII  shows  that  these  official  visits  are  given 
over  largely  to  promoting  county  and  township  conventions 
and  the  general  ideals  of  the  children’s  division  for  local 
schools.  These  visits  usually  consume  the  entire  Sunday 
session  of  the  school.  Brief  conferences  are  held  following 
the  school  sessions.  Six  superintendents  report  that  from 
5  per  cent,  to  seventy-five  per  cent,  of  their  conferences  are 
given  to  promoting  county  programs. 

The  Indiana  children’s  division  superintendents  come  from 
average  country  homes.  They  have  had,  on  an  average,  from 
ten  to  twelve  years  of  schooling;  many  of  them  have  taught 
in  the  public  schools  and  their  professional  training  is  limited 
to  that  received  while  preparing  for  public  school  work.  They 
are  earnest  and  consecrated  workers  in  the  church  and  Sunday 

[496] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


school.  They  give  to  their  work  just  such  time  as  they  can 
take  from  lives  already  overcrowded  with  other  duties.  Their 
training  for  supervisory  work  has  been  almost  entirely  neg¬ 
lected;  and  the  actual  amount  of  supervision  attempted  by 
them  is  relatively  too  small  to  be  considered  as  a  factor  in  the 
work  of  local  Sunday  schools.  They  render  their  largest 
service  as  promoters  of  conference  and  convention  programs, 
not  as  supervisors. 

TOWNSHIP  AND  DISTRICT  OFFICERS 

Each  township,  or  group  of  townships  known  as  a  district 
when  organized  into  a  unit  of  the  Indiana  Sunday  School 
Association  system,  has  a  president,  vice-president  and  secre¬ 
tary-treasurer  and  an  executive  committee.  These  officers  are 
charged  with  the  business  of  the  township  Sunday  school 
associations.  They  are  non-salaried,  local  Sunday  school 
workers  who  are  devoted  to  the  cause  of  religious  education. 
The  present  plan  of  organization,  as  has  been  previously 
pointed  out,  provides  for  four  township  divisional  superin¬ 
tendents  who,  with  the  convention  officers,  constitute  the  town¬ 
ship  executive  committee.  These  four  supervisory  officers 
(children’s,  young  people’s,  adult  and  administration  divisions) 
have  direct  contact  with  the  local  Sunday  schools,  and  for  this 
reason,  they  are  directly  responsible  ( i )  for  carrying  to  the 
local  school  the  ideas  and  plans  of  the  International  Sunday 
School  Association  and  (2)  for  stimulating  local  initiative 
and  developing  local  leadership. 

Because  the  state  has  had,  for  many  years,  paid  leadership 
for  the  children’s  and  young  people’s  divisions,  an  inquiry  has 
been  made  into  the  present  status  of  township  children’s  and 
young  people’s  division  work.  The  results  of  this  investiga¬ 
tion  are  given  in  this  section. 

Township  Young  People’s  Division  Superintendents: 

From  a  list  of  304  township  young  people’s  division  super¬ 
intendents,  only  65  replied  to  urgent  and  repeated  requests  for 
information.  Many  could  not  be  located  at  the  addresses 

[497] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


given;  others  had  removed  from  the  county;  others  had  just 
been  appointed  to  office  and  had  no  information  because  no 
records  were  available  from  their  predecessor’s  work;  still 
others  were  not  sufficiently  interested  to  fill  out  a  question 
schedule.  “Life  is  too  short!”  wrote  one  such  officer,  as  an 
excuse  for  returning  no  information.  Another  wrote :  “It 
seems  a  mistake  to  appoint  me  as  young  people’s  division 
superintendent  as  my  work  has  been  among  little  tots  and 
seems  likely  to  continue  so.”  Another  wrote :  “Dear  Sir,  I 
thought  I  let  you  know  that  I  am  superintendent  of  no  Sunday 
school,  the  Sunday  school  we  have  out  here  it  fail,  yours 
truly.”  A  score  or  more  of  such  letters  were  received.  The 
sixty-five  superintendents  who  did  provide  information  un¬ 
doubtedly  represent  not  only  the  best,  but  also  the  major  part 
of  the  special  work  which  is  being  done  by  township  young 
people’s  division  superintendents. 

Number  and  Term  of  Service:  It  is  not  possible  to  make 
a  correct  estimate  of  the  number  of  township  young  people’s 
division  superintendents.  Out  of  a  possible  1,017,  if  all 
counties  and  districts  were  supplied,  there  had  been  304  names 
reported  to  the  state  Sunday  school  office.  Of  this  number, 
information  could  be  secured  from  only  65.  Of  the  sixty-five 
officers  furnishing  data,  36  failed  to  say  how  long  their 
predecessors  had  held  office ;  8  said  they  had  had  no  predeces¬ 
sors;  and  2  reported  an  average  term  of  office  for  their 
predecessors  as  1.3  years.  Sixty-two  of  the  65  officers  re¬ 
ported  their  own  term  of  office  as  follows :  30,  or  48.3  per 

cent.,  had  served  one  year  or  less;  24,  or  36.7  per  cent.,  had 
served  from  one  to  two  years;  8,  or  13  per  cent.,  had  served 
from  three  to  eight  and  one-half  years.  Thirteen  months  is 
the  median  term  of  service. 

Sex,  Age,  Marital  State,  Race,  Nativity,  Salary,  and 
Occupation:  Sixty-three  township  young  people’s  superin¬ 
tendents  give  their  age  as  follows:  1  between  15  and  19 
years;  11  between  20  and  24  years;  13  between  25  and  29 
years;  10  between  30  and  34  years;  8  between  35  and  39 
years;  and  20  between  40  and  75  years.  The  median  is  31 
years  and  six  months.  Women  outnumber  the  men  in  this 

[498] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


office  just  two-to-one.  Thirty-five  are  married  and  28  single. 
Twenty-three  of  the  married  superintendents  report  a  total  of 
62  children  in  their  families.  All  belong  to  the  white  race ;  all 
are  American-born  and  all  serve  their  townships  without  sal¬ 
ary.  Forty-six  per  cent,  are  homekeepers;  27  per  cent,  are 
farmers;  and  14.3  per  cent,  are  engaged  in  professional  service. 

Social  and  Educational  Background:  Only  thirty-one 
superintendents  report  the  amount  of  their  incomes.  Of  these, 
16  receive  $1,000  or  less;  10  receive  between  $1,000  and 
$2,000,  and  5  receive  between  $2,000  and  $4,000.  This  is 
substantially  the  same  income  as  their  fathers  received  The 
median  income  for  township  young  people’s  division  super¬ 
intendents  is  $1,100;  of  their  fathers,  $1,150.  Forty-nine  of 
the  64  superintendents  reporting  on  the  question  of  father’s 
occupation  came  from  farm  homes;  69.8  per  cent,  of  the 
fathers  and  73.9  per  cent,  of  the  mothers  of  53  officers  report¬ 
ing  had  eight  years  of  schooling  or  less;  9.4  per  cent,  of  the 
fathers  and  15  per  cent,  of  the  mothers  had  from  one  to  three 
years  of  high  school  work;  5.6  per  cent,  of  the  fathers  and 
3.8  per  cent,  of  the  mothers  graduated  from  high  school.  7.5 
per  cent,  of  the  fathers  and  7.5  per  cent,  of  the  mothers 
attended  college  from  one  to  three  years  and  7.5  per  cent,  of 
the  fathers  and  none  of  the  mothers  graduated  from  college. 
The  median  years  of  schooling  for  both  fathers  and  mothers 
is  8.5. 

Education ,  Professional  Training  and  Teaching  Experi¬ 
ence:  Of  61  superintendents  reporting,  16  were  high  school 
graduates  and  5  were  college  graduates.  The  median  years  of 
schooling  was  12  years.  One-fourth  had  less  than  9.1  years  of 
schooling  and  one-fourth  had  more  than  12.9  years  of  school¬ 
ing.  Twenty-four  of  the  65  officers  had  pursued  courses  in  one 
or  more  of  the  following  subjects  in  high  school,  normal  school 
or  college:  theory  of  teaching,  19;  educational  psychology,  24; 
school  management,  14;  history  of  education,  9.  Only  14 
reported  courses  in  any  of  the  following  subjects :  Bible 
history,  10;  Bible  literature,  7;  missions,  4;  religious  educa¬ 
tion,  3  ;  church  history,  3. 

Eighteen  out  of  54  superintendents  have  never  attended 

[499] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


county  council  meetings,  36  have  attended  a  total  of  93  such 
meetings.  Eight  have  never  attended  a  county  Sunday  school 
convention;  50  have  attended  a  total  of  144  such  conventions. 
Thirteen  have  attended  a  state  workers'  conference,  and  31 
have  attended  one  or  more  state  Sunday  school  conventions. 
Twenty-one  have  not  attended  a  county  young  people's  division 
institute;  29  have  attended  a  total  of  36  such  institutes. 

Supervisory  Activities:  Sixty-four  counties  report  an 
average  of  five  schools  in  each  township.  How  much  and 
what  kind  of  supervision  does  each  township  young  people's 
superintendent  give  to  the  five  schools  under  his  jurisdiction? 
The  following  statement  will  answer  this  question.  (See 
Table  CLXIII.) 

Twenty-one  out  of  57  superintendents  did  not  visit  a  single 
school  during  1920;  only  33  made  more  than  one  visit  to  the 
same  school  during  the  year.  Fifty-one  out  of  53  township 
young  people's  division  superintendents  were  at  the  same  time 
teachers  or  officers  in  local  Sunday  schools ;  and,  hence,  it  was 
difficult  for  them  to  visit  other  schools  on  Sunday.  Twenty- 
five  superintendents  gave  a  total  of  103  days  of  service  to  the 
Sunday  schools  of  the  township  during  the  year.  Thirty-four 
held  no  institute  for  their  township  workers;  14  held  17  such 
institutes  with  a  total  attendance  of  217  such  workers.  Only 
seven  reported  any  expenditure  for  township  young  people’s 
work.  These  seven  townships  expended  a  total  of  $246. 
Five  township  older  boy’s  conferences,  and  six  township  older 
girl's  conferences  were  reported.  One  joint  conference  with 
an  attendance  of  25  was  held. 

Township  and  District  Children’s  Division 

Superintendents 

Number  and  Term  of  Service:  Out  of  a  possible  1,017 
township  children’s  division  superintendents,  only  271  names 
were  available  in  the  state  office.  Of  this  number,  100  re¬ 
turned  question  schedules.  It  is  not  possible  to  state  with 
accuracy  the  number  of  township  children’s  division  super¬ 
intendents  who  are  in  office  at  any  particular  time,  because  of 
[500] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


(i)  the  rapid  turnover  in  the  personnel,  and  (2)  the  loose 
system  of  supervision  which  leaves,  in  many  cases,  no  contact 
between  the  township  superintendent  and  either  the  county  or 
state  office.  Here  is  a  letter  from  a  county  children’s  division 
superintendent :  “This  is  very  poorly  filled  out.  I  told  the 
committee  when  I  was  appointed  children’s  division  superin¬ 
tendent  I  could  not  care  for  the  work.  Am  a  widow  with  two 
children.  Invalid  mother.  Aged  father  to  care  for.  Besides 
my  personal  business  and  local  church  work,  I  teach  in  Sunday 
school  and  act  as  church  treasurer.”  In  such  counties,  town¬ 
ship  officers  are  practically  without  supervision.  This  is  by  no 
means  an  exceptional  case. 

Forty-four  superintendents  reported  that  their  predecessors 
had  served  an  average  of  one  and  one-half  years.  Of  93 
superintendents  stating  their  term  of  service,  34  had  served 
one  year  or  less  and  20  had  served  six  months  or  less.  There 
is  a  complete  “turnover”  practically  every  eighteen  months. 

Sex,  Age,  Marital  State,  Race,  Nativity,  Salary  and 
Occupation:  Only  three  out  of  ninety-seven  township  chil¬ 
dren’s  division  superintendents  reporting  are  men.  The 
median  age  of  94  superintendents  reporting  was  38.6  years. 
One-fourth  were  under  29.8  years  of  age  and  one-fourth  were 
over  46.7  years  of  age.  Approximately,  three  out  of  every 
four  of  the  97  persons  reporting  were  married.  Forty-nine 
of  the  73  married  superintendents  report  a  total  of  125 
children.  All  are  white,  all  are  American  born,  and  all  serve 
the  township  Sunday  school  association  without  salary.  Of 
97  reporting  their  occupation,  69,  or  71  per  cent.,  are  home¬ 
makers;  and  13,  or  13.4  per  cent.,  are  farmers  or  farmer’s 
daughters. 

Social  and  Educational  Background:  The  median  income 
of  the  fathers  of  twenty-eight  superintendents  was  $1,000. 
Seventy-one,  out  of  91  reporting,  come  from  farm  homes. 
Eighty  per  cent,  of  the  fathers  and  86  per  cent,  of  the  mothers 
of  the  superintendents  reporting  on  this  subject  had  an  eighth- 
grade  education  or  less.  The  median  years  of  schooling  for 
fathers  is  8;  for  mothers,  8.5. 


[501] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Education ,  Professional  Training  and  Teaching  Experi¬ 
ence:  The  mode,  or  largest  group  of  township  children’s 
division  superintendents  have  had  eight  years  of  schooling. 
The  median  is  io  years  and  6  months;  that  is,  there  are  as 


TABLE  CLXI V  —  90  INDIANA  TOWNSHIP  CHILDREN’S  DIVI¬ 
SION  SUPERINTENDENTS  DISTRIBUTED  WITH  REFER¬ 
ENCE  TO  NUMBER  OF  OFFICIAL  VISITS  MADE 
TO  THE  SUNDAY  SCHOOLS  UNDER  THEIR 

JURISDICTION 


o 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 


Number  of  Visits  Made 

Totals 


Superintendents  Who 
Report  Having 
Visited  the  Sunday 
School  Under  Their 
Jurisdiction  the 
Times  Indicated 


Number 

Percentage 

...  90 

100. 

...  43 

41.8 

11. 1 

...  15 

16.7 

12.2 

1. 1 

5 

5-6 

3 

33 

1. 1 

0. 

0. 

0. 

0. 

1. 1 

Statistical  Measures: 

Median .  1  visit 

Mode .  “No  visits” 

Average .  1.5  visits 

(Table  based  on  data  from  90  of  100  superintendents  reporting.) 

many  township  children’s  division  superintendents  with  less 
than  10.5  years  of  schooling  as  there  are  with  more  than  that 
amount  of  schooling.  One-fourth  of  all  the  children’s  division 
superintendents  reported  have  less  than  8.8  years  of  schooling, 
and  one-fourth  have  more  than  12.4  years  of  schooling. 
These  statements  are  significant  because  these  are  the  officers 
who  come  into  direct  contact  with  the  teachers  in  local  schools. 
[502] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


The  median  years  of  schooling  of  township  children’s  division 
superintendents  is  approximately  two  years  less  than  that  of 
county  children’s  division  superintendents.  Thirty-one  out  of 
ioo  reported  the  professional  training  in  high  school,  normal 
school  or  college  as  follows :  26  had  studied  theory  of  teach¬ 
ing;  18,  educational  psychology;  18,  school  management;  15, 
history  of  education.  Only  9  out  of  100  replied  to  the  inquiry 
regarding  their  courses  in  religious  subjects.  These  9  dis¬ 
tributed  their  courses  as  follows :  Eight  had  studied  Biblical 
history;  5,  Biblical  literature;  4,  missions;  4,  religious  educa¬ 
tion;  4,  church  history.  Thirty  out  of  80  have  held  public 
school  teachers’  certificates.  Two  reported  attendance  at  a 
primary  graded  union;  8,  schools  of  principles  and  methods; 
37,  teachers’  training  class  in  a  local  church;  7,  community 
training  class;  1,  community  training  school.  Only  10  report 
graduation  from  any  of  these  schools.  Fifty-two  superintend¬ 
ents  say  that  they  read  a  total  of  71 1  books  during  1920;  and 
62  say  they  have  a  total  of  6,649  volumes  in  their  private 
libraries.  Forty-one  out  of  80  have  never  attended  a  county 
council  meeting.  Sixty-nine  out  of  87  have  attended  a  total  of 
277  county  Sunday  school  conventions.  Fifteen  of  the  76 
reporting  have  attended  one  or  more  state  workers’  confer¬ 
ences;  eighty  per  cent,  have  never  attended  such  conferences. 
Forty-two  have  attended  a  total  of  10 1  state  Sunday  school 
conventions.  The  median  number  of  county  conventions 
attended  by  each  officer  is  2.  Eighty-nine  report  an  average 
of  12  years’  experience  as  Sunday  school  teachers;  25  report 
an  average  of  4  years’  experience  as  public-school  teachers. 

Supervisory  Activities:  Ninety-eight  township  children’s 
division  superintendents  report  an  average  of  seven  schools 
to  each  township.  Eighty-six  out  of  98  are  so  related  to  the 
work  of  some  one  local  Sunday  school  that  they  find  it 
difficult  to  visit  other  schools.  Forty-three  out  of  ninety  did 
not  visit  any  Sunday  schools  during  1920;  forty-seven  made 
a  total  of  139  visits  during  the  year.  (See  Table  CLXII.) 
Thirteen  report  that  they  have  given  no  days  to  the  work  of 
their  office  during  the  year;  and  twenty  report  a  total  of  317 
days  of  service.  Sixty-five  out  of  100  omitted  the  question 

[503] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Children's 
Division 
Committee 
and  Supt. 


x 


Children’s 
State  Divi¬ 
sion  Supt. 


Young 
People’s 
Division 
Committee 
and  Supt. 

- 1 - 

i 
t 
I 


1 


Young 
State  Peo¬ 
ple’s  Div. 
Supt. 


County 
Children’s 
Div.  Supt. 

County 
Young  Peo¬ 
ple’s  Div. 
Supt. 

Township 

Children’s 

Division 

Supt. 

Township 
Young  Peo¬ 
ple’s  Divi¬ 
sion  Supt. 

INTERNATIONAL 
SUNDAY  SCHOOL 
ASSOCIATION 

Gen.  Sec. 

(First  Level) 

INDIANA 
SUNDAY 
SCHOOL 
ASSOCIA¬ 
TION 

Gen.  Sec. 


(Second  Level) 


County  Sunday 
School 
Association 

Co.  Sec. 


(Third  Level) 


Township  Sun¬ 
day  School 
Association 


Twn’p  Sec. 


(Fourth  Level) 


THE  SCHOOL  IN  THE 
LOCAL  CHURCH 


Adult  Divi¬ 
sion  Com¬ 
mittee  and 
Supt. 

Adminis¬ 
trative  Div. 
Commit¬ 
tee  Supt. 

X  1 

\  1 

V  1 

N.  ! 

1 

1 

1 

I 

l 

1 

j 

Adult  State 

Adminis- 

Division 

trative  State 

Supt. 

Div.  Supt. 

County 
Adult  Divi¬ 
sion  Supt. 

County  Ad¬ 
ministrative 
Div.  Supt. 

Township 
Adult  Divi¬ 
sion  Supt. 

Township 
Adminis¬ 
trative  Div. 
Supt. 

Chart  LXV  —  Supervisory  System  of  the  Indiana  Sunday  School 

Association. 

regarding  finance.  Of  the  thirty-five  answering,  26  said  they 
spent  no  money  during  the  year,  and  9  reported  a  grand  total 
of  $63,  which  is  $7  a  township  per  annum.  Table  CXLIII 
shows  the  things  done  by  township  children’s  division  super¬ 
intendents  when  they  visit  Sunday  schools.  The  length  of 

[504] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


each  visit  is  usually  sixty  minutes,  with  a  half-hour’s  con¬ 
ference  at  the  close  of  the  session  on  township  or  local  school 
problems.  Thirty  superintendents  reported  the  observance  of 
children’s  week  by  112  of  the  201  schools  in  their  townships. 
Fifteen  out  of  100  superintendents  report  eighteen  township 
children’s  division  institutes  with  a  total  attendance  of  137 
workers.  Only  three  out  of  97  superintendents  were  members 
of  the  International  Children’s  Division  Reading  Circle. 

III.  The  Supervisory  System  Evaluated 

The  accompanying  Chart  LXV  shows  graphically  the 
supervisory  system  of  the  Indiana  Sunday  School  Association. 
There  are  four  levels  of  supervision,  viz  :  national,  state,  county 
and  township.  There  are  four  areas  of  supervision,  viz : 
children’s,  young  people’s,  adult  and  administration  divisions. 
The  first  level  of  supervision  provides  a  program  and  a  method 
which  it  hands  down  to  the  respective  divisional  superintend¬ 
ents  connected  with  the  state  Sunday  school  association.  It  is 
not  within  the  scope  of  the  present  study  to  analyze  the  Inter¬ 
national  Sunday  School  Association’s  method  of  supervision 
except  as  it  affects  the  work  of  the  Indiana  Sunday  School 
Association. 

The  second  level  of  supervision  comprises  four  divisional 
supervisors  who  look  to  the  International  Sunday  school 
Association  for  their  program  and  to  the  Indiana  Sunday 
School  Association  for  their  appointment  and  their  salary. 
Salaried  superintendents  are  employed  for  the  children’s  and 
young  people’s  divisions;  voluntary  leadership  is  secured  for 
the  adult  and  administration  divisions.  Only  a  few  hundred 
dollars  a  year  are  available  for  the  promotion  budgets  of  these 
departments.  Each  of  these  state  divisional  superintendents 
is  charged  with  three  duties  :  ( 1 )  the  promotion  of  the  specific 

educational  program  for  which  his  division  is  responsible, 
(2)  the  establishing  of  the  special  divisional  organisation 
necessary  to  carry  the  special  educational  program  of  the  divi¬ 
sion,  and  (3)  sharing  with  the  state  Sunday  school  secretary 
the  task  of  general  administration.  The  task  of  maintaining 

[505] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


the  county  Sunday  school  machinery  is  so  great  that  the 
divisional  officers  are  forced  to  take  a  large  part  of  their  time 
for  general  administrative  work.  They  become  “line-men” 
whose  duty  it  is  to  reestablish  communication  when  the  ma¬ 
chinery  is  out  of  order. 

The  third  level  of  supervision  comprises  368  county  divi¬ 
sional  superintendents  who  look  to  their  respective  state 
divisional  superintendents  for  their  programs  and  to  the  county 
Sunday  school  association  for  their  appointments.  When  the 
county  organization  breaks  down,  this  supervisory  machinery 
becomes  inoperative.  It  has  been  shown  that  the  county 
supervisors  are  untrained,  inexperienced,  voluntary,  local 
workers  of  average  ability.  They  do  the  best  they  can ;  but  the 
machinery  goes  to  pieces  in  their  hands. 

The  fourth  level  of  supervision  comprises  approximately 
four  thousand  township  divisional  superintendents.  These 
officers  have  the  greatest  responsibility  and  the  most  difficult 
position  in  the  entire  system;  for  it  is  their  duty  to  stimulate 
and  direct  the  work  of  the  teachers  in  the  local  schools.  This, 
the  most  important  link  in  the  chain  of  supervision,  is  the 
weakest  of  them  all.  The  township  supervisors  are  busy 
Sunday  school  teachers,  of  average  ability,  whose  Sundays  are 
largely  preempted  by  their  own  Sunday  schools.  They  are 
inexperienced,  untrained,  voluntary  workers.  In  their  hands, 
the  work  of  supervision  becomes  almost  an  unknown  quantity. 

The  supervisory  system  of  the  Indiana  Sunday  School 
Association  breaks  down  almost  completely  at  the  third  and 
fourth  levels;  and,  consequently,  very  little  of  the  ideals  and 
educational  content  of  the  higher  levels  find  their  way  into  the 
local  school  through  these  channels.  It  exhausts  the  energy  of 
the  state  suprvisors  to  keep  the  pipe-lines  of  communication  in 
operation;  and  the  foregoing  analysis  shows  that  most  of  the 
supervisory  machinery  is  inoperative  most  of  the  time. 

But  the  trouble  is  not  necessarily  with  the  machinery,  it  is 
rather  with  (1)  Inadequate  state  supervisory  force;  (2)  In¬ 
adequate  budgets  to  carry  a  strong  and  comprehensive  educa¬ 
tional  program;  (3)  Inadequate  local  leadership.  The  local 
Sunday  schools  of  Indiana  are  suffering  from  the  effects  of 
[506] 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIATION 


long-distance  supervision,  and  from  their  failure  to  recognize 
that  voluntary,  local  workers  need  immediate,  constant  and 
personal  supervision  by  highly  trained  specialists.  This  means 
that  local  budgets  should  be  secured  to  provide  competent 
supervisors  on  the  third  and  fourth  levels  of  supervision. 

The  instruments  of  supervision  have  been  (i)  the  conven¬ 
tions,  (2)  the  county  councils,  (3)  efficiency  institutes,  (4) 
teacher-training  schools  and  classes.  An  analysis  of  the  fore¬ 
going  data  will  show  that  the  present  finances  and  leadership 
are  adequate  to  carry  the  convention  system;  but  they  break 
down  when  they  undertake  to  operate  agencies  which  require 
professional  training,  continuous  service  and  adequate  finance. 

High  tribute  is  due  to  those  who  are  heroically  trying  to 
operate  an  undermanned  supervisory  system ;  and  praise  is  due 
to  the  system,  as  well.  Indiana  should  man  the  machine  with 
trained  supervisors  from  the  bottom  up.  It  should  not  do  less 
for  the  state  Sunday  school  association;  but  it  should  do 
infinitely  more  for  the  teachers  and  officers  in  the  local  schools, 
especially  through  community  cooperation  in  training  and 
supervision. 


[507] 


Chapter  XVIII 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIA¬ 
TION  —  ORGANS  AND  AGENCIES  OF 
SUPERVISION  AND  PROMOTION 

I.  Organs  of  Educational  Promotion 

The  organs  for  promoting  the  programs  of  the  state, 
county,  township  and  district  Sunday  school  associations  are : 
(a)  conventions;  (b)  efficiency  institutes;  (c)  county  councils; 
and  (d)  divisional  institutes.  These  four  organs  will  be 
discussed  in  this  section. 

SUNDAY  SCHOOL  CONVENTIONS 

More  than  500  Sunday  school  conventions  are  held  annu¬ 
ally  in  Indiana  by  the  state,  county  and  township  associations. 
These  conventions  are  popular  assemblies  for  the  inspiration 
and  training  of  volunteer  workers  and  for  the  creating  of  a 
Sunday  school  conscience  throughout  the  state.  More  than 
125,000  people  attended  a  Sunday  school  convention  in  Indi¬ 
ana  during  the  year  ending  June,  1920. 

The  Indiana  State  Sunday  School  Convention  :  The 
Indiana  Sunday  School  Association  has  held  an  annual  con¬ 
vention  without  interruption  for  fifty-seven  years.  The 
conventions  have  grown  in  popularity  and  influence;  the  con¬ 
vention  of  1921  enrolled  3,851  paid  delegates.  This  is  thought 
to  be  the  largest  convention  of  Sunday  school  workers  that  ever 
assembled  on  American  soil.  The  registration  for  the  state 
conventions  for  the  past  thirteen  years,  is  as  follows : 

[508] 


ORGANS  AND  AGENCIES 


Location 


Lafayette. 


Year  Enrollment 

1909 

430 

1910 

600 

1911 

800 

1912 

1,000 

1913 

L3i5 

1914 

1,400 

1915 

1,500 

1916 

2,200 

1917 

2,001 

1918 

1,350 

1919 

1,800 

1920 

2,535 

1921 

3,851 

lically  set 

forth  in 

the  accompany  diagram.  (See  Chart  LXVI.) 

A  careful  examination  of  the  programs  for  the  past  twenty- 
one  years  reveals  many  evidences  that  the  conventions  were 
used  as  agencies  to  introduce  into  the  state  the  most  modern 
methods  of  Sunday  school  work.  In  1901  and  1902,  Mrs. 


Chart  LXVI  —  Number  of  Registered  Delegates  at  Indiana  State 
Sunday  School  Conventions  from  1909  to  1921,  Inclusive. 

Mary  Mitchell  and  Mrs.  M.  S.  Lamereaux  were  lecturing  on 
child  psychology,  and  Dr.  H.  M.  Hamill  on  teacher-training. 
“A  Normal  Department  in  Every  School”  was  a  topic  for 
discussion  in  1902;  “training  in  Christian  service”  and  the 

[509] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CLXV  — NUMBER  OF  TIMES  CERTAIN  DESIGNATED 
TOPICS  OCCUR  ON  THE  PROGRAM  OF  INDIANA 
STATE  SUNDAY  SCHOOL  CONVENTION  — 

1901-1921  INCLUSIVE 


Topics  Total  1901  1902  1903  1904  1905  1906  1907  1908 


Totals. . . . 

958 

11 

21 

21 

40 

29 

36 

45 

46 

Religious  Education  and 

Public  School . 

30 

1 

Inspiration  . 

136 

3 

I 

1 

2 

2 

3 

8 

Sunday  School  Associa- 

tion  Work  . 

1 16 

1 

2 

2 

6 

4 

4 

10 

8 

Sunday  School  Relation 

to  Community . 

6 

Theological . 

10 

1 

2 

Sunday  School  Adminis- 

tration  and  Organiza- 

tion  . 

284 

3 

11 

S 

11 

7 

10 

11 

8 

Teacher  Training . 

74 

1 

2 

3 

4 

2 

2 

2 

6 

Home  and  Sunday 

School  . 

10 

1 

Missionary  Education . . 

32 

2 

2 

Evangelism . 

20 

1 

4 

3 

1 

1 

Expression  . 

20 

1 

Church  and  Sunday 

School . 

13 

2 

1 

1 

Biblical  Exegesis . 

10 

1 

3 

1 

Music  and  Worship.... 

32 

2 

1 

1 

1 

Finance  . 

1 7 

I 

2 

1 

Social  Education . 

13 

1 

3 

Methods  of  Teaching.  . 

61 

3 

1 

4 

5 

4 

8 

5 

1 

Temperance  . 

38 

1 

1 

2 

Graded  Curriculum . 

27 

1 

1 

1 

1 

1 

3 

Child  Study . . . 

69 

1 

2 

3 

2 

5 

3 

1  Only  partial  program  available. 


[510] 


ORGANS  AND  AGENCIES 


TABLE  CLXV  —  Continued 


1909 

1910 

1911 

1912 

1913 

1914 

1915 

1916  1917  1918  1919  1920  1921 

61 

81 

41 

54 

60 

54 

38 

65 

78 

76 

88 

77 

70 

1 

2 

1 

1 

2 

1 

9 

6 

6 

7 

9 

14 

17 

9 

5 

19 

11 

10 

6 

5 

4 

14 

1 

I 

6 

4 

4 

2 

7 

2 

11 

12 

15 

4 

1 

1 

4 

2 

1 

14 

4 

9 

14 

19 

13 

14 

11 

24 

29 

27 

20 

20 

9 

2 

3 

2 

6 

4 

4 

4 

6 

3 

4 

1 

4 

2 

4 

1 

2 

4 

3 

3 

5 

3 

3 

4 

2 

1 

1 

2 

1 

2 

1 

2 

I 

I 

2 

1 

1 

2 

6 

1 

2 

2 

I 

3 

1 

2 

2 

I 

3 

1 

I 

I 

1 

2 

3 

6 

12 

2 

1 

1 

1 

1 

1 

1 

2 

3 

1 

I 

1 

I 

4 

1 

1 

2 

5 

2 

1 

1 

6 

8 

3 

4 

4 

1 

3 

3 

5 

8 

3 

2 

4 

1 

1 

3 

1 

1 

1 

4 

1 

1 

4 

2 

2 

4 

4 

3 

2 

9 

10 

3 

7 

6 

[511] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


public  presentation  of  diplomas  to  graduates  of  “Our  State 
Normal  Courses”  were  prophetic  features  of  1903.  “A 
“Demonstration  Lesson”  for  the  junior  department  was  a 
feature  of  1914. 

In  1905  and  1906,  Mrs.  J.  W.  Barnes  discussed  “Graded 
Lessons  and  Lesson  Construction”;  in  1907,  Prof.  E.  P.  St. 
John  lectured  on  “Graded  Lessons,”  “Story  Telling,”  “Early 
Adolescence,”  “Late  Adolescence”;  and  a  foot-note  urges 
Sunday  school  teachers  of  the  state  to  spend  a  year  in  a  school 
of  religious  pedagogy.  In  1908,  “Manual  Work  in  the  Junior 
Department”  was  demonstrated. 

Since  1911,  the  programs  have  been  organized  definitely 
around  the  major  departments  of  work,  i.e.,  children’s  divi¬ 
sion  ;  young  people’s  division ;  teacher-training ;  county  officers, 
etc.  Rich  programs  have  been  provided  in  each  department, 
conference  periods  have  been  held,  and  a  general  program  of 
inspiration  has  welded  the  whole  program  into  a  unit.  The 
printed  programs  have  been  beautifully  constructed  and  well 
illustrated,  and  they  frequently  carry  the  printed  reports  of 
the  officers  and  superintendents  of  departments  or  divisions. 
The  programs  for  1910  to  1914  show  the  response  of  the  state 
to  the  teacher-training  emphasis  of  that  period.  The  program 
of  1911  recorded  994  teacher-training  students  in  the  state 
with  279  graduates;  and  the  program  of  1913  recorded  3,498 
from  the  “Advanced  Course.”  This  report  says  that  the 
teacher-training  movement  “has  passed  the  first  stages  of 
enthusiasm” ;  and  a  later  report  records  the  passing  of  the 
supervision  of  teacher-training  to  denominational  boards.  In 
this  same  convention,  there  was  announced  a  plan  for  inducing 
the  denominational  colleges  of  the  state  to  offer  regular  credit 
courses  for  the  training  of  Sunday  school  teachers.  The  pro¬ 
gram  for  1915  records  the  passing  of  the  days  of  “wild  enthu¬ 
siasm”  in  teacher-training;  but  reports  the  largest  teacher¬ 
training  enrollment  in  the  history  of  the  state,  5,431,  with 
other  students  enrolled  in  the  first  community  training  school 
held  in  the  state  during  the  previous  year.  The  program  for 
1915  recognized  the  coming  of  Community  Training  Schools, 
[512] 


ORGANS  AND  AGENCIES 


Bible  Study  Credit  in  Public  Schools,  and  Departments  of 
Religious  Education  in  colleges.  “The  Sunday  School  as  a 
Social  Force”  was  discussed  in  1911  by  Dr.  M.  S.  Littlefield, 
as  was  also  the  topic  “Worship  as  a  Factor  in  Sunday  School 
Instruction.”  The  more  recent  programs  have  dealt  with  the 
use  of  pageantry  and  the  fine  arts  in  religious  education,  the 
technique  of  teaching,  curricula  building,  supervision,  effi¬ 
ciency  tests,  standards  for  the  departments,  etc.,  etc.  It  is  clear 
from  this  listing  of  topics  that  the  State  Sunday  School  con¬ 
ventions  of  Indiana  have  been  used  to  promote  the  most 
progressive  ideas  and  methods. 

Table  CLXV,  on  pages  510  and  51 1,  shows  the  distri¬ 
bution  of  topics  on  the  Indiana  state,  convention  programs  for 
the  past  twenty-one  years.  The  length  of  periods  for  the 
various  topics  was  approximately  the  same.  The  longer  and 
richer  programs  of  recent  years  represent  the  influence  of 
graded  instruction  and  departmental  organization  on  the  state 
convention  programs. 

County  Sunday  School  Conventions  :  The  county 
Sunday  school  conventions  are  the  chief  sources  of  interde¬ 
nominational  Sunday  school  enthusiasm.  The  county  officers 
are  guided  in  the  building  of  the  county  programs  by  sugges¬ 
tions  from  the  state  officers.  The  larger  counties  frequently 
secure  the  services  of  educational  experts  from  beyond  the 
county  limits.  Local  talent  is  developed  through  actual  par¬ 
ticipation  in  the  activities  of  these  annual  county  conventions. 
Many  of  the  most  active  leaders  in  Sunday  school  work  in  the 
state  owe  their  interest  and  development  to  these  annual  gath¬ 
erings  of  county  Sunday  school  workers. 

About  one-half  of  the  county  conventions  in  Indiana  are 
“mass”  conventions  ;  the  others  are  delegate  conventions,  with 
representatives  from  Sunday  schools,  townships  or  districts,  or 
both.  (See  Table  CLXVI.)  These  conventions  are  inspira¬ 
tional,  educational,  administrative  and  legislative  in  their  pur¬ 
poses  and  functions.  The  reports  of  the  county  officers  are 
heard  and  approved  and  plans  are  formulated  for  the  ensuing 
year.  In  addition  to  stimulating  the  regular  Sunday  school 

[513] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


workers  to  more  intelligent  effort,  these  conventions,  through 
their  popular  presentation  of  great  problems  to  mass  meetings 
of  citizens,  carry  the  Sunday  school  message  to  thousands  of 
citizens  who  would  otherwise  remain  ignorant  of  its  message 
and  its  fundamental  relation  to  our  democratic  institutions. 
Fifty-five  county  conventions,  reported  for  1920,  reached 
11,646  delegates  and,  in  addition,  from  two  to  three  times  as 
many  citizens  who  were  not  registered  delegates. 


TABLE  CLXVI  — THE  TYPE  OR  “COMBINATION  OF  TYPES” 
OF  SUNDAY  SCHOOL  CONVENTIONS  HELD 
IN  70  INDIANA  COUNTIES 


County  S.  S.  Ass’n 
Officers  Reporting 
Type  or  Combination 
of  Types  Indicated 


“Mass  Convention”  only .  36 

“Mass  Convention”  and  “Delegates  from  Churches 

or  Schools” .  10 

“Mass  Convention,”  “Delegates  from  Churches  or 
Schools”  and  “Delegates  from  Districts  or 

Townships” .  13 

“Mass  Convention”  and  “Delegates  from  Districts 

or  Townships” . 3 

More  than  the  three  above  specified  forms .  3 

“Delegates  from  Churches  and  Schools”  only .  2 

“Mass  Convention,”  Delegates  and  other  forms....  1 

“Mass  Convention,”  and  other  forms .  2 


(Table  based  on  data  from  100  per  cent,  of  70  counties  reporting. 
Reports  cover  the  year  preceding  the  date  of  the  survey.) 


Township  Sunday  School  Conventions:  Township 
conventions  are  miniature  editions  of  the  county  conventions. 
Once  or  twice  each  year  the  workers  in  the  schools  of  a  town¬ 
ship  or  a  series  of  townships  (commonly  called  a  district) 
meet  for  mutual  encouragement  and  helpfulness  in  these  local 
conventions.  The  county  officers  are  the  moving  spirits  in  the 
organization  and  promotion  of  these  conventions.  They  are 
the  ultimate  units  in  the  International  Sunday  School  Associa¬ 
tion  convention  system.  From  these  democratic,  local  confer¬ 
ences,  there  is  carried  up  to  county,  state  and  nation  the  prob¬ 
lems  and  the  contributions  of  the  workers  who  come  into 
closest  contact  with  the  actual  work  of  the  local  schools.  In 


ORGANS  AND  AGENCIES 


like  manner,  they  serve  as  a  means  of  conveying  the  ideals  of 
the  national  and  state  leaders  to  the  leaders  in  the  local  schools. 
Forty-nine  counties  report  a  total  attendance  at  township 
conventions  in  1920  of  62,990  different  people.  It  is  probable 
that  the  records  for  the  entire  state  would  show  an  annual 
attendance  upon  township  Sunday  school  conventions  of  fully 
100,000  people. 


EFFICIENCY  INSTITUTES 

Efficiency  Institutes  are  training  schools  for  county  and 
township  officers.  During  recent  years,  the  General  Secretary 
has  called  the  county  officers  into  an  annual  Efficiency  Insti¬ 
tute.  These  “Institutes”  have  been  well  attended;  the  member¬ 
ship  in  1920  was  625.  These  institutes  are  to  the  state  associa¬ 
tion  staff  what  a  salesman’s  convention  is  to  a  merchant.  The 
state  workers  and  specialists  from  other  states  instruct  the 
county  officers  on  every  phase  of  the  program  which  is  to  be 
carried  back  into  the  counties. 

COUNTY  COUNCILS 

County  Councils  are  meetings  of  all  the  county  and  town¬ 
ship  officers  for  the  purpose  of  discussing  the  work  of  the 
Sunday  schools  of  the  county.  Of  the  seventy  counties  re¬ 
turning  information,  sixty-one  reported  from  one  to  fifteen 
meetings  annually.  The  total  number  of  county  council  meet¬ 
ings  of  the  sixty-one  counties  was  240.  The  attendance  at 
197  of  these  meetings  was  1,596. 

The  minutes  of  a  county  council  meeting  in  one  of  the  best 
organized  counties  will  show  the  important  function  which 
these  meetings  hold  in  the  Sunday  school  work  of  a  county. 

“The  Second  County  Council  Meeting  of  the  Elkhart  County 
Sunday  School  Association  was  held  Sunday  afternoon,  August 
21,  at  2:30  p.  m.,  in  the  First  Methodist  Chruch  of  Goshen. 
County  officers  present  were :  Carpenter,  Stine,  Zimmerman, 

[515] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


McOmber,  Sims,  Franz  and  Holdeman.  Districts  represented 
were:  Clinton,  Goshen,  Nappanes,  Middlebury,  Benton,  Elkhart 
and  Bristol.  New  Paris  and  Wakarusa  Districts  were  absent. 

“The  following  business  was  discussed  and  decided  on : 

“Decided  to  urge  each  district  to  hold  a  Fall  Rally  or  Conven¬ 
tion  one  or  two  Sundays  prior  to  ‘Go-To-Sunday-School-Day’ 
and  to  urge  each  local  school  to  hold  its  Rally  Day  on  ‘Go-To- 
Sunday-School-Day.’ 

“Miss  McOmber  explained  the  Young  People’s  Division  Insti¬ 
tutes  which  are  to  be  held  over  the  county,  September  20-27, 
under  the  direction  of  Mr.  Wayne  G.  Miller,  our  State  Young 
People’s  Division  worker. 

“Mr.  Zimmerman  told  of  the  Children’s  Division  Institutes 
which  are  to  be  held  over  the  county,  October  14-17,  under  the 
direction  of  Miss  Nellie  Young,  our  State  Children’s  Division 
worker. 

“Miss  Mamie  Leonard  gave  a  brief  and  interesting  report 
of  the  State  Sunday  School  Convention  held  at  Lafayette,  June 
14,  15  and  16. 

“Miss  McOmber  gave  a  similar  report  of  her  two  weeks’ 
Training  Course  at  Lake  Geneva  and  urged  that  more  workers 
avail  themselves  of  this  splendid  opportunity  to  equip  themselves 
better  for  Service. 

“Mr.  Franz,  chairman  of  the  Finance  Committee,  gave  a  re¬ 
port  of  the  meeting  of  said  Committee  together  with  County 
Pres,  and  Sec.-Treas.  on  Friday  evening,  August  18,  1921.  The 
following  budget  was  presented  and  apportionments  were  allotted 
to  each  District  on  the  basis  of  their  reported  enrollment  for  last 
year. 

“The  budget  is  as  follows: 


State  S.  S.  Ass’n .  $  939-00 

Prtg.,  Adv.,  Phone  &  Stationery .  80.00 

Postage  for  Co.  Officers .  75-00 

Stenographer  &  Misc.  Exp .  50.00 

Transportation  .  100.00 

Delegates — State  Convention .  40.00 

Efficiency  Institutes .  15.00 

County  Convention  Exp .  163.30 

Lake  Geneva  Training  School .  40.00 

Local  District  Expense .  375-0° 


[516] 


$1,877.30 


ORGANS  AND  AGENCIES 


“District  Apportionments  as  follows  at  io<fr  per  capita : 


Enrollment 

Clinton  . 

Goshen  . 

Nappanee . 

Middlebury  . 

Benton  . 

Elkhart  . 

New  Paris . 

Wakarusa  . 

Bristol  . 


Attendance 

912 

•  3.972 

•  2,570 

756 

289 
.  7,228 

700 

•  B932 

414 


Apportionment 

$  91.20 

397.20 
257.00 

75.60 

28.90 

722.80 

70.00 

193.20 
41.40 


$1,877.30 


“It  is  understood  that  the  schools  be  asked  for  a  voluntary 
offering  of  10^  per  capita  based  on  last  year’s  reported  enroll¬ 
ment  with  the  understanding  that  offerings  be  divided  50%,  30% 
and  20%  to  the  State,  County,  and  District  Associations.  Each 
district  is  urged  to  pledge  all  or  at  least  a  definite  part  of  their 
apportionment  and  report  to  the  County  Sec-Treas.  as  soon  as 
possible. 

“It  was  decided  to  issue  a  Financial  Statement  for  the  past 
year  showing  receipts  and  disbursements  in  detail.  This  state¬ 
ment  to  be  distributed  as  an  aid  to  the  Financial  Drive  this  fall. 

“Decided  to  have  another  County  Council  prior  to  January 
1,  1921,  subject  to  the  call  of  County  President. 

“Pres.  E.  A.  Carpenter, 
“Sec.-Treas.  O.  W.  Stine. 

“P.  S.  Only  one  copy  of  this  report  will  be  sent  to  each  dis¬ 
trict,  so  will  you  kindly  give  the  other  officers  of  your  district 
a  chance  to  see  this  report  either  privately,  or  through  your 
District  Cabinet  Meeting?” 


DIVISIONAL  INSTITUTES 

Divisional  Institutes  are  schools  of  methods  lasting  from 
one  to  three  days  for  the  training  of  leaders  of  the  various 
divisions.  These  institutes  are  the  most  effective  agencies 
which  the  divisional  superintendents  have  for  the  developing 
of  leadership  for  their  special  departments.  That  compara¬ 
tively  little  use  is  being  made  of  this  agency  at  present,  is  re¬ 
vealed  by  the  following  reports  of  children’s  and  young  people’s 
divisional  institutes. 


[517] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Of  seventy  counties  reporting  on  Children’s  Division  Insti¬ 
tutes,  35  omit  the  question,  24  report  no  institutes  held,  and  11 
report  a  total  of  19  institutes.  The  enrollment  in  13  of  these 
institutes  was  530. 

Of  seventy  counties  reporting  on  Young  People’s  Division 
Institutes,  35  omit  the  question,  22  report  no  institutes  held, 
and  13  report  a  total  of  14  institutes.  Eleven  institutes  report 
a  total  attendance  of  416. 

II.  Agencies  of  Supervision 

The  major  emphasis  of  the  Indiana  Sunday  School  Asso¬ 
ciation  has  been  on  promotion.  There  are,  however,  some 
agencies  of  supervision  which  are  worthy  of  mention.  Among 
them  are:  (a)  standards  and  goals;  (b)  “The  Awakener”; 
(c)  personal  visits  of  supervisors;  (d)  prizes  and  awards; 
(e)  reports. 

STANDARDS 

The  Indiana  Sunday  School  Association,  following  the 
leadership  of  the  International  Sunday  School  Association, 
has  established  standards  or  goals  for  the  purpose  of  measur¬ 
ing  the  efficiency  of  county,  township,  and  local  Sunday  school 
organization  and  administration.  The  present  standards  are : 

(1)  THE  INTERNATIONAL  COUNTY  ORGANIZA¬ 
TION  STANDARD 

I.  County  organized  (5  points)  and  convention  held  (5 
points). 

II.  Annual  (5  points)  and  semi-annual  county  council  meet¬ 
ings  (5  points). 

III.  Complete  annual  statistical  report  sent  to  state  office  thirty 
days  prior  to  the  state  convention  (10  points). 

IV.  Written  reports  from  all  county  officers  at  annual  county 
convention  (10  points). 

V.  Apportionment  paid  in  full  (10  points). 

VI.  Townships  organized  (5  points)  and  annual  conventions 
held  (5  points). 

VII.  County  represented  at  state  convention  (10  points). 

[518] 


ORGANS  AND  AGENCIES 


VIII.  County  represented  at  annual  state  or  county  efficiency 
conferences  (io  points). 

IX.  The  average  standing  of  all  Sunday  Schools  equals  60  per 
cent,  of  the  International  standard  (io  points). 

X.  Twenty-five  per  cent.  International  standard  schools  (io 
points  ) . 

(2)  THE  INTERNATIONAL  TOWNSHIP- 
ORGANIZATION  STANDARD 

I.  Township  organized  (5  points)  and  annual  convention 
held  (5  points). 

II.  Annual  (5  points)  and  semi-annual  (5  points)  township 
council  meeting. 

III.  Complete  annul  statistical  report  of  every  Sunday  school 
(10  points). 

IV.  Written  reports  from  at  least  three  township  officers  at 
the  annual  township  convention  (10  points). 

V.  Apportionment  paid  in  full  (10  points). 

VI.  Every  Sunday  school  in  the  township  visited  by  an  asso¬ 
ciation  officer  (10  points). 

VII.  Township  represented  at  annual  county  convention  (10 
points). 

VIII.  Township  represented  at  annual  (5  points)  and  semi¬ 
annual  county  council  meetings  (5  points). 

IX.  The  average  standing  of  all  Sunday  Schools  equals  60 
per  cent,  of  the  International  standard  (10  points). 

X.  Twenty-five  per  cent.  International  standard  schools  (10 
points). 

(3)  THE  INTERNATIONAL  LOCAL  CHURCH 
SCHOOL  ORGANIZATION  STANDARD 

I.  Cradle  roll  (5  points). 

Home  department  (5  points). 

II.  Organized  and  registered  young  people’s  class  (5  points). 

III.  Organized  and  registered  adult  class  (5  points). 
Teacher-training  class  (10  points). 

IV.  Graded  organization  (5  points). 

V.  Missionary  instruction  (5  points). 

VI.  Temperance  instruction  (10  points). 

VII.  Definite  decision  for  Christ  urged  (10  points). 

[519] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


VIII.  Workers’  conferences  regularly  held  (io  points). 

IX.  Full  denominational  requirements  (io  points). 

X.  Full  association  requirements: 

Annual  report  to  state  association  (3  points). 

Delegates  at  association  convention  (4  points). 

Offering  for  association  work  (3  points). 

(4)  THE  INTERNATIONAL  COUNTY  CHILDREN’S 

DIVISION  ORGANIZATION  STANDARD 
(Each  item  counts  10%) 

I.  County  children’s  division  superintendent. 

II.  Children’s  division  in  each  district  or  township. 

III.  Complete  annual  report  sent  to  the  state  children’s  division 
superintendent  at  least  two  weeks  prior  to  the  state  con¬ 
vention. 

IV.  A  written  report  made  by  county  children’s  division 
superintendent  to  annual  county  convention. 

V.  Children’s  division  work  presented  in  county  convention. 

(a)  Conference  for  the  discussion  of  the  work  of  the 
children’s  division  of  the  county  and  township  asso¬ 
ciation. 

(b)  By  address  or  conference  on  the  children’s  division 
of  the  local  Sunday  School. 

VI.  Annual  county  children’s  division  efficiency  institute  or 
conference. 

VII.  Children’s  week  observed. 

VIII.  County  superintendent  pursuing  the  International  Chil¬ 
dren’s  Division  reading  course. 

IX.  Division  represented  in  state  or  group  efficiency  institutes 
or  conferences. 

X.  Thirty  per  cent,  of  Sunday  Schools  reaching  denomina¬ 
tional  standards. 

(5)  INTERNATIONAL  TOWNSHIP  OR  DISTRICT 
CHILDREN’S  DIVISION  ORGANIZATION 

STANDARD 

I.  Township  children’s  division  superintendent. 

II.  Complete  report  of  children’s  division  work  to  be  sent  to 
the  county  children’s  division  superintendent  at  least  two 
weeks  before  the  county  convention. 

[520] 


ORGANS  AND  AGENCIES 


III.  Written  report  made  by  township  children’s  division 
superintendent  to  the  township  convention. 

IV.  Children’s  division  work  presented  in  the  township  con¬ 
vention  by  an  address  or  conference. 

V.  Township  children’s  division  superintendent  present  at 
efficiency  institute  or  conference. 

VI.  Children’s  week  observed. 

VII.  At  least  one  institute  or  conference  during  the  year  for 
teachers  and  parents  of  children. 

VIII.  Township  children’s  division  superintendent  making  at 
least  one  visit  a  year  to  the  schools  of  the  township. 

IX.  Township  children’s  division  superintendent  pursuing  the 
International  Children’s  Division  Reading  Course. 

X.  Thirty  per  cent,  of  Sunday  schools  reaching  denomina¬ 
tional  standards  for  the  children’s  division. 

(6)  INTERNATIONAL  STATE  SUNDAY  SCHOOL 
ASSOCIATION  ORGANIZATION  STANDARDS 

The  following  International  Standard  is  the  outcome  of 
two  years  of  study.  In  the  summer  of  1916,  the  Employed 
Officers’  Association  of  the  International  Sunday  School  Asso¬ 
ciation  appointed  a  Commission  on  Standards,  which  reported 
at  the  annual  meeting  of  the  Association  in  1917.  The  find¬ 
ings  of  the  Commission  are  the  work  of  all  sections  of  the 
Employed  Officers’  Association. 

The  Committee  on  Education  of  the  International  Sunday 
School  Association  made  a  careful  study  of  the  findings  of  the 
Commission,  and  finally  approved  the  standard,  to  be  used  by 
the  International  Field  Department  until  the  Educational 
Committee,  by  study  and  experiment,  could  produce  a  standard 
of  Organization  and  Educational  Content.  This  standard  was 
used  as  the  objective  measurement  of  the  organization  of 
State  and  Provincial  Sunday  School  Associations  during  the 
quadrennium  1918-1922. 

POINTS  OF  STANDARD 

I.  General  Organization  ( 20  Credits). 

1.  (2)  State  or  provincial  executive  committee. 

2.  (4)  Complete  organization  by  counties. 


[521] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 

3.  (4)  Delegate  from  every  county  at  state  or  provincial 

convention. 

4.  (2)  Educational  superintendent  or  committee. 

5.  (2)  Apportionment  or  pledge  paid. 

6.  (2)  Statistical  report  rendered. 

7.  (2)  Member  at  international  executive  committee 

meeting. 

8.  (2)  Delegates  at  International  Sunday  School  Asso¬ 

ciation  Convention. 

II.  Children’s  Division  ( 20  Credits). 

9.  (2)  State  or  provincial  superintendent. 

10.  (4)  State  or  provincial  committee. 

11.  (5)  County  superintendents. 

12.  (2)  Superintendents’  annual  conference. 

13.  (3)  Students  at  International  Sunday  School  Associa¬ 

tion  Training  School. 

14.  (4)  Observance  of  children’s  week. 

III.  Young  People’s  Division  (20  Credits). 

15.  (1)  State  or  provincial  superintendent. 

16.  (2)  State  or  provincial  committee. 

17.  (3)  County  superintendents. 

18.  (2)  Adult  Training  conference. 

19.  (2)  Students  at  International  Sunday  School  Associa¬ 

tion  Training  School. 

20.  (1)  Older  boys’  (15-19)  conference. 

21.  (1)  Older  girls’  (15-19)  conference. 

22.  (1)  Young  men’s  and  women’s  (18-24)  conferences. 

23.  (1)  Older  boys’  council. 

24.  ( 1 )  Older  girls’  council. 

25.  (1)  Young  men’s  and  women’s  council. 

26.  (2)  Represented  at  International  Older  Girls’  Camp- 

conference. 

27.  (2)  Represented  at  International  Older  Boys’  Camp- 

conference. 

IV.  Adult  Division  ( 20  Credits). 

28.  (3)  State  or  provincial  superintendent. 

29.  (4)  State  or  provincial  committee  or  federation. 

30.  (5)  County  superintendents. 

31.  (4)  State  or  provincial  conference. 

32.  (4)  Students  at  International  Sunday  School  Associa¬ 

tion  Training  School. 


[522] 


ORGANS  AND  AGENCIES 


V.  Administrative  Division  (20  Credits). 

33.  (3)  State  or  provincial  superintendent. 

34.  (4)  State  or  provincial  committee. 

35*  (5)  County  superintendents. 

36.  (4)  State  or  provincial  conference. 

37.  (4)  Students  at  International  Sunday  School  Associa¬ 

tion  Training  School. 

The  Indiana  Sunday  School  Association  has  been  given 
fifth  place  among  the  state  and  provincial  associations  of  North 
America  based  upon  the  percentages  printed  opposite  the 
various  items  on  the  standard  above. 

The  publication  of  tables  giving  the  comparative  rating  of 
schools,  townships  or  counties  has  a  definite  value  as  a  method 
of  supervision.  The  following  county  secretary’s  report  will 
indicate  the  use  which  is  being  made  of  school  standards  in 
Indiana. 


HANCOCK  COUNTY  REPORT 
June  24th,  1919. 

“Grades  of  the  schools  in  Hancock  County  39%  in  their  town¬ 
ship  order. 


Blue  River  31% 

1  Shiloh  Christian  .  21% 

2  Western  Grove  Fr...  .  26 

3  Westland  Friends  ...  46 


Brown  4854% 

1  Maple  Grove  U.  B.. . .  35 

2  Shirley  Christian  ....  45 

3  Shirley  Friends .  50 

4  Shirley  M.  E .  50 

5  Warrington  U.  S .  45 

6  Wilkinson  Christian. .  65 

7  Wilkinson  Friends...  45 

8  Wilkinson  M.  E .  60 

9  Willow  Branch  Ind. 

M.  E .  90 


10  Zions  Chapel  M.  E.. ..  o 
(No  report.) 


Buckcreek  23%% 

1  Amity  U.  B .  35 

2  Mohawk  U.  B .  10 

3  Mt.  Comfort  M.  E.. .  .  20 

4  Otterbein  U.  B .  30 

Jackson  52%% 

1  Charlotteville  Chr.  ...  45 

2  Charlottsville  Fr . 70 

3  Charlottsville  M.  E.  . .  .60 

4  Cleveland  M.  E .  32 

5  Nameless  Creek  Chur.  55 

Brandywine  20% 

1  Finley  M.  P .  5% 

2  Mt.  Lebanon  M.  P..  ..  50 

3  Sugar  Creek  Chr ....  5 

[523] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Centre  31 

1  Bradley  M.  E .  28 

2  Colored  M.  E .  25 

3  Currey  Chapel  M.  E..  30 

4  Ada  New  M.  E .  10 

5  Maxwell  M.  E .  10 

6  Christian .  18 

7  Adventist .  25 

8  Friends  .  35 

9  Presbyterians  .  56 

10  Heavenly  Recruits  ...  35 

11  Greenfield  Naz . 30 

12  Mohawk  Naz .  8 

13  Stringtown  Naz . 41 

14  Greenfield  M.  P .  53 

15  Greenfield  U.  B .  53 


Green  7 Sl/2% 

1  Eden  M.  E .  87^ 

2  Sugar  Grove  U.  B .  64 

Sugar  Creek  42^% 

1  Gem  M.  E .  11 

2  New  Palestine  M.  E. .  ..  81 

3  New  Palestine  Chr .  18 

4  Philadelphia  M.  E.  . . .  60 


Vernon  2 

1  Fortville  Christian  . .  51 


2  Fortville  M.  E .  60 

3  Mo  Cordsville  M.  E.. .  .0 

(No  re  "T 

4  Fortville  N  .  o 

(No  report; 


“Please  note  the  above.  Your  school  may  be  better  than  the 
grade  given  you,  but  each  school  has  been  given  careful  consid¬ 
eration  and  graded  to  the  best  knowledge  based  upon  the  report 
sent  us  by  your  school  and  what  little  we  could  learn  other¬ 
wise.  This  list  will  be  mailed  to  all  the  Sunday  schools  in  the 
County,  so  each  can  see  how  it  stands  in  relation  to  other 
schools. 

“We  grade  on  the  International  Standard  which  includes 
your  denominational  requirements.  If  you  do  not  have  these 
standard  requirements  and  want  same,  write  me  and  I  will  .send 
same  by  return  mail. 

Yours, 

H.  C.  Hutchens,  Sec.-Treas.” 


THE  AWAKENER 

This  is  an  official  publication  of  the  Indiana  Sunday  School 
Association.  Each  registered  delegate  at  the  state  convention 
receives  a  year's  subscription  of  the  paper.  It  is  in  its  thirty- 
ninth  year.  Its  reports,  messages  from  state  superintendents, 
etc.,  are  valuable  aids  in  the  creation  and  maintenance  of 
standards. 


VISITS  FROM  MEMBERS  OF  THE  STATE  STAFF 

Members  of  the  staff  of  the  Indiana  Sunday  School  Asso¬ 
ciation  arrange  to  visit  Sunday  schools  as  frequently  as  possible 

[524] 


ORGANS  AND  AGENCIES 


in  the  interests  of  the  standards  which  have  been  adopted  for 
general  promotion.  These  visits  are  helpful  but  the  proportion 
of  the  schools  of  the  state  covered  each  year  by  members  of 
the  state  staff  is  so  small  that  the  work  is  of  relatively  little 
importance  as  a  standardizing  effort. 

PRIZES,  AWARDS  AND  CERTIFICATES 

At  each  state  convention,  certain  awards  are  publicly  made 
to  schools  and  affiliated  organizations  which  have  met  the  state 
standards. 

REPORTS 

The  state  secretary  and  the  state  divisional  superintendents 
have  a  system  of  reports  which  county  and  township 
officers  are  urged  to  fill  out  regularly  and  return  to  the  state 
office.  Frequently,  circular  letters  and  personal  letters  are 
sent  out  to  carry  information,  admonition,  and  helpful  stimula¬ 
tion.  These  reports  are  effective  agencies  of  supervision. 


III.  Educational  Promotion  Program 

The  program  promoted  by  the  machinery  of  the  Indiana 
Sunday  School  Association  and  its  affiliated  county  and  town¬ 
ship  organizations  includes  the  following  as  its  major  items: 

(a)  The  promotion  of  county,  township,  and  local  Sunday 
school  standards. 

(b)  The  promotion  of  agencies  of  leadership  training, 
including : 

(1)  Teacher-training  in  the  local  church.  The  major 
responsibility  for  this  work  is  now  assumed  by  the  various 
denominational  Sunday  school  boards. 

(2)  Schools  of  Principles  and  Methods.  These  train¬ 
ing  institutes  are  usually  conducted  by  denominational 
Sunday  school  boards;  but  the  Indiana  Sunday  School 
Association  holds  such  schools  under  its  own  auspices, 
also.  There  were  seven  such  schools  held  in  the  state 
during  1920. 


[525] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


(3)  Community  Training  Schools.  In  1911,  there 
were  six  Graded  Unions  in  Indiana,  as  follows :  In¬ 
dianapolis,  in  its  twenty-fourth  year;  Greenfield;  Boone 
Co.;  Plymouth;  Franklin  and  Kokomo.  In  1912,  Fort 
Wayne  and  South  Bend  were  added  and  Greenfield,  Boone, 
Count  and  Franklin  dropped  out,  leaving  five  for  that 
year.  In  1913,  the  list  consisted  of  Indianapolis,  Ply¬ 
mouth,  Kokomo,  Fort  Wayne,  South  Bend,  Evansville 
and  Terre  Haute. 

At  present  there  are  no  Graded  Unions  in  Indiana.  They 
were  not  supplanted  by  the  community  training  schools;  but 
the  change  of  emphasis  which  brought  this  new  agency  of 
training  caused  the  Graded  Union  to  be  abandoned. 

Only  thirteen  of  the  seventy  counties  returning  county 
question-schedules  reported  community  training  schools.  These 
thirteen  counties  operated  forty  community  schools  with  ses¬ 
sions  ranging  from  six  to  fifty-two  weeks.  Only  three  or  four 
of  these  schools  would  meet  the  standards  of  the  International 
Sunday  School  Association  for  community  training  schools. 
Thirty-four  schools  report  1,253  students  enrolled. 

Eight  counties  held  ten  summer  schools  or  conferences 
ranging  from  two  days  to  seven  weeks  in  duration  with  enroll¬ 
ments  of  from  75  to  125  at  each  conference.  (See  Table 
CLXIX.) 

(c)  The  promotion  of  week-day  religious  schools.  Indiana 
has  been  the  pioneer  state  in  the  organization  of  week-day 
religious  schools.  Such  schools  are  in  successful  operation  in 
Gary,  Indiana  Harbor,  Hobart,  and  Hammond. 

(d)  The  promotion  of  vacation  schools  of  religion. 

(e)  The  promotion  of  Bible-study  credit  in  the  public 
schools  for  work  done  under  church  auspices. 

(f)  The  development  of  a  Sunday  school  conscience 
through  “Inspirational  Tours,”  etc. 

Twenty-six  counties  promoted  an  annual  “Go-to-Church 
Day” ;  forty-one  promoted  an  annual  “Go-to-Sunday-school 
Day” ;  nine  conducted  a  home  visitation  census  in  the  county. 
One  of  the  methods  used  to  bring  the  Sunday  school  to  the 
[526] 


ORGANS  AND  AGENCIES 


attention  of  the  masses  is  the  Sunday  school  exhibits  at  county 
fairs.  The  photograph  facing  page  528  shows  the  Sunday 
school  booth  at  the  Spencer  County  Fair.  Mr.  W.  R.  Botten- 
field,  the  County  Chairman,  writes  as  follows  regarding  the 
composition  of  this  exhibit : 

“We  asked  for  and  secured  from  state  headquarters  some 
samples  of  children’s  work,  that  had  been  done  in  Sunday  school, 
also  a  supply  of  tracts  and  leaflets  on  the  different  phases  of 
Sunday  school  work;  home  department,  cradle  roll,  organized 
classes,  etc.  We  also  asked  all  the  denominational  as  well  as 
the  non-sectarian  publishers  to  furnish  us  samples  of  their  litera¬ 
ture  and  supplies  which  was  responded  to  very  liberally.  These 
were  posted  up  and  displayed  to  the  best  advantage  we  could 
and  were  used  by  us  in  talking  to  visitors  in  regard  to  Sunday 
school  methods  and  we  gave  out  quite  a  bit  of  literature.” 

TABLE  CLXVII  — THE  NUMBER  OF  COMMUNITY  TRAINING 
SCHOOLS  HELD  IN  34  INDIANA  COUNTIES,  THE  SIZE 
OF  FACULTY,  LENGTH  OF  COURSE  IN  WEEKS,  AND 
STUDENT  ENROLLMENT  FOR  THE  YEAR  ENDING 


Number  of 

DECEMBER  31,  1920 

Number  of  Number  of 

Number  of 

Schools  in 

Members  of 

Weeks  in 

Students 

the  County 

the  Faculty 

the  Course 

Enrolled 

Totals  40 

7 1 

160 

1,253 

1 

10 

— 

— 

1 

2 

6 

30 

1 

11 

12 

190 

1 

— 

24 

— 

1 

— 

— 

— 

1 

1 

12 

20 

2 

2 

— 

20 

1 

— 

— 

— 

1 

1 

52 

— 

2 

— 

— 

— 

26 

32 

6 

265 

1 

8 

24 

324 

1 

4 

24 

404 

35  schools  report  71  faculty  members. 

33  schools  report  an  aggregate  of  160  weeks. 

34  schools  report  the  total  number  of  students  enrolled 

as  1,253. 

(70  counties  returned  schedules ;  36  omitted  information  as  to  com¬ 
munity  training  schools;  21  reported  no  such  schools;  13  counties  reported 
the  40  schools  as  shown  in  this  table.) 


(g)  The  promotion  of  professional  reading  through  a 
State  Religious  Education  Reading  Circle.  About  200  volumes 

[527] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


of  a  very  high  grade  are  in  the  library  at  the  central  office  of 
the  association.  These  books  may  be  drawn  out  by  any  Sunday 
school  worker  in  the  state.  A  system  of  credits  and  certifi¬ 
cate  recognition  has  been  developed. 

(h)  The  promotion  of  all  aspects  of  the  program  of  reli¬ 
gious  education  through  conventions,  through  a  state  paper 
and  other  forms  of  publicity. 


Illustration  XLV :  spencer  county,  ind.,  Sunday  school  exhibit  at  county 

FAIR,  ROCKPORT. 


Illustration  XLVI:  pine  grove  methodist  episcopal  church,  white  county, 

IND.  TYPICAL  HOME  OF  THE  RURAL  SUNDAY  SCHOOL. 


. 

- 


s 


Chapter  XIX 


THE  INDIANA  SUNDAY  SCHOOL  ASSOCIA¬ 
TION-BUDGETS  AND  STATISTICS 

I.  State  Budgets 

The  problem  of  financing  the  program  of  the  Indiana 
Sunday  School  Association  does  not  seem  to  have  been  re¬ 
garded  as  serious  during  the  past  twenty-five  years  and  prob¬ 
ably  during  the  whole  life  of  the  association.  There  are  three 
chief  sources  of  income:  (a)  an  apportionment  of  2,  3,  or  5 
cents  per  member  of  each  local  Sunday  school,  collected 
through  the  county  associations;  (b)  personal  subscriptions; 
and  (c)  convention  registration  fees.  The  first  of  these 
methods  has  been  found  most  satisfactory.  The  burden  of 
financing  the  overhead  organization  is  thus  placed  back  upon 
the  local  Sunday  schools. 

The  budgets  approved  by  the  annual  conventions  for  the 
periods  1913  to  1921  are  shown  in  the  following  table:  (Table 
CLXVIII.) 

The  amounts  expended  on  the  budget  items  have  usually 
coincided  approximately  with  the  amounts  appropriated.  The 
table  on  page  530  shows  the  appropriations  and  expenditures 
for  the  years  1919  and  1920. 

The  approved  budgets  for  1920  and  1921  contain  an  item 
of  $3,000  for  the  salary  of  an  educational  superintendent. 
This  item  was  not  used  because  a  satisfactory  man  could  not 
be  secured.  The  increase  in  the  annual  budgets  has  been 
gradual  and  there  is  evidence  of  a  serious  effort  to  meet  the 
demands  of  a  constantly  growing  but  increasingly  inadequate 
program.  The  officers  of  the  association  have  exercised  strict 
economy  in  the  expenditure  of  state  funds. 


[529] 


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[530] 


BUDGETS  AND  STATISTICS 


TABLE  CLXIX  — THE 

APPROVED  BUDGETS  AND  ACTUAL 

EXPENDITURES  OF  THE  INDIANA  SUNDAY 

SCHOOL 

ASSOCIATION 

FOR  THE  YEARS  1919  AND 

1919 

1920 

Amount 

Amount 

Items 

Appropriated 

Expended 

Totals....  $15,370.00 

$17,836.87 

Salaries  . 

8,113.50 

Rent  . 

540.00 

Office  expense  . 

1,748.98 

Departments  . 

.  950.00 

348.92 

Printing  . 

570.18 

Board  of  Directors . 

.  250.00 

401.65 

Awakener  . 

1,327.11 

Field  work  . . 

2,077-44 

State  Convention  . 

1,609.09 

International  pledge  . 

.  600.00 

600.00 

Miscellaneous  . 

1920 

500.00 

Amount 

Amount 

Items 

Appropriated 

Expended 

Totals _  $21,780.00 

$18,211.55 

Salaries  . 

9,261.15 

Rent  . 

.  540.00 

7I5-85 

Office  expense  . 

679.00 

Departments  . 

427.25 

Printing  . 

481.27 

Board  of  Directors . 

247.51 

Awakener  . 

1,497.78 

Field  work  . 

.  1,500.00 

1,959.88 

State  Convention  . 

1,662.30 

International  pledge  . 

.  600.00 

650.00 

Miscellaneous  . 

.  200.00 

629.56 

II.  County  Budgets 


Seventy-one  counties  reported  on  their  budget  for  the  year 
1920.  The  following  table  tells  the  story: 


Number 

°f ' 

Counties 

Omitting 


Infor- 

Items  in  County  3udgets  motion 

(a)  Salaries  .  41 

(b)  Conventions  and  institutes  34 

(c)  Travel  . 35 

(d)  Postage  and  stationery, 

printing,  etc . ......  25 

(e)  Pledge  to  State  Association  16 


Number 

Number 

Amount 

of  . 

of 

Reported 

Counties 

Counties 

by  the 

Giving 

Reporting  Number  of 

Infor¬ 

No  Money 

Counties 

mation 

Expended  Answering 

Total. $1 7,776 

30 

18 

1,165 

37 

3 

2,064 

36 

6 

764 

46 

1 

1,966 

55 

0 

12,226 

[531] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


The  fact  that  more  than  two  dollars  is  sent  out  of  each 
county  for  overhead  expense  for  every  one  dollar  expended  at 
home  shows  a  cordial  relationship  between  the  counties  and  the 
state  association.  But  the  small  sum  expended  in  the  promo¬ 
tion  of  local  schools  is  evidence  that  there  is  almost  no  trained 
leadership  devoting  its  time  to  the  development  of  the  schools 
in  the  local  churches  of  Indiana.  Table  CLXX  will  show  the 
meager  budgets  for  township  departmental  supervision. 


TABLE  CLXX  — THE  AMOUNT  OF  MONEY  EXPENDED  TO 
CARRY  ON  THE  WORK  OF  THE  TOWNSHIP  CHIL¬ 
DREN’S  DIVISION  IN  35  INDIANA  TOWNSHIP 
SUNDAY  SCHOOL  ASSOCIATIONS 


Amount  of  Money  Spent 


$o. 

i.  oo-  1.99. 
2.00-  2.99. 
3.00-  3.99. 
4.00-  4.99. 

5.00-  5.99. 
6.00-  6.99. 
7.0a-  7.99. 
8.00-  8.99. 
9.00-  9.99. 


Totals .  35 

.  26 

.  o 

.  2 

.  1 

.  1 

.  1 

.  2 

.  0 

.  o 

.  o 


Number  of  Superinten¬ 
dents  Who  Report 
Having  Spent  the 
Amount  of  Money 
Indicated 

Number  Percentages 

100. 


74-3 

o. 

57 

2.9 

2.9 

2.9 

57 

o. 

0. 

0. 

2.9 


IO.OU-IO.99 .  I 

*  *  *  * 

25.00-  I  2.9 

(65  out  of  100  superintendents  omitted  information  regarding  finances. 

The  average  amount  of  money  spent  per  township  is  $1.80.) 


The  sources  of  funds  for  county  Sunday  school  budgets 
include  the  following: 

(a)  Individual  subscriptions.  Twenty-six  county  secre¬ 
taries  report  678  subscribers  with  a  total  subscription  of  $1,722. 
Nearly  all  counties  rely  on  small  gifts  of  from  one  to  five 
dollars  from  individuals  to  meet  their  annual  expenses. 

(b)  Local  school  assessments:  Forty-nine  counties  report 
$12,849  from  1910  different  schools. 

[532] 


BUDGETS  AND  STATISTICS 


(c)  Convention  collections:  Forty-five  counties  report 
$1,632  from  convention  collections. 

(d)  Registration  fees:  Only  three  counties  reported  re¬ 
ceipts  from  convention  registration  fees. 

It  is  clear  that  the  chief  source  of  funds  for  both  county 
and  state  Sunday  school  asociation  work  is  the  regular  per 
capita  apportionment  made  on  the  enrollment  in  local  Sunday 
schools.  Of  36  counties  reporting,  17  omit  data  regarding 
finance;  6  report  no  money  expended  for  children’s  division 
work ;  and  13  report  a  total  of  $257.00,  or  an  average  of  $19.72 
a  county  for  the  year  1920. 


111.  A  Study  of  Indiana  Sunday  School  Statistics 

THE  REPORTS  OF  STATE,  COUNTY  AND  TOWNSHIP  SECRETARIES 

An  effort  has  been  made  to  determine  the  probable  accuracy 
of  the  statistical  reports  which  are  made  annually  to  the  Inter¬ 
national  Sunday  School  Association.  The  data  which  reaches 
the  International  Sunday  School  Association  from  Indiana 
comes  first,  from  class  teachers;  second,  from  school  secre¬ 
taries;  third,  from  township  secretaries;  fourth,  from  county 
secretaries;  and  fifth,  from  the  state  secretary.  The  careful 
survey  of  256  typical  Sunday  schools  in  Indiana  justifies  the 
statement  that  the  Sunday  school  records  are  inaccurate  and 
incomplete,  in  a  large  percentage  of  the  schools;  and  that  an 
appreciation  of  the  value  and  importance  of  correct  records  is 
almost  wholly  absent  from  the  teachers  and  officers  of  local 
schools.  (See  Chapter  XI,  pp.  333-356.)  Township  secretaries 
receive  from  school  secretaries  two  kinds  of  data :  ( 1 )  data 
based  on  actual  records,  and  (2)  estimates  of  the  school  secre¬ 
tary  made  in  the  absence  of  actual  records.  The  township 
secretary  sends  on  to  the  county  secretary  three  kinds  of  data : 
( 1 )  data  based  on  actual  records  from  the  schools  of  the  town- 
taries,  (2)  estimates  of  the  township  secretaries,  and  (3)  esti¬ 
mates  of  the  township  secretaries  for  the  schools  in  the  town¬ 
ship  from  which  no  reports  have  been  secured.  These  esti- 

[533] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


TABLE  CLXXI  —  SUMMARY  OF  THE  ANNUAL  REPORTS  OF 
THE  INDIANA  SUNDAY  SCHOOL  SECRETARY  BASED 
ON  THE  REPORTS  OF  COUNTY  SUNDAY 
SCHOOL  SECRETARIES 


(For  the  Year  ending  June,  1921.) 
Number  of  Counties  in  Indiana — 92. 


Items  Reported 


-  HA 

c  £ 
c  ^ 


Number  of  schools  in  townships. . 
Number  of  officers  and  teachers 

Number  of  scholars . 

Total  number  of  officers,  teachers 

and  pupils  . 

Average  attendance  . 

Distribution  of  enrollment  by 
children,  young  people  and 

adults  . 

Distribution,  Cradle  Roll 

Number  . 

Members  . 

Distribution,  Home  Department 

Number  . 

Members  . 

Distribution,  Young  People  and 
Adults 

Number  of  schools . 

Number  of  classes . 

Number  of  Sundays  Schools  do¬ 
ing  training  . 

Number  of  Sunday  Schools 

graded  . 

Number  of  Sunday  Schools  using 
graded  lessons  . 

Missionary !p.'v)n®  ^ruction  •  • 

J  (Living  offerings  .... 

Number  added  to  church . 

Number  of  Sunday  Schools 

making  reports  . 


O 


Ha 

‘"'I 

s 


<0 
3 

Cl  O 

3  *C 
O  s> 
<0^ 

g 

c 


<o 


to 
tw . 


CJl 


"C 


V.  C 

2  o 
o  d  § 


^"1 


<0^ 


«o 

2 
3 

-  ^  <C> 

8  t  2v 

£  g 

£  -<2.  -S  a 

<o 


«o 

s 
c 

*  *5 

§  v 
c  sfi, 

O.s 


«o 

tu 

V. 

3 

CS) 


^  5 

c>i  Ci  t~ 

O  s 
h?.£  -*-> 
8**  <3. 

V»  ,2  V. 
V  Q 

^  ^  ^ 
Cc.Dc;  feq^ 


5,268 

0 

100. 

77-17 

65,369 

0 

100. 

77.17 

515,408 

0 

100. 

77.17 

618,198 

0 

100. 

77.17 

304,293 

13 

85.87 

63.04 

•  •  •  • 

27 

76.05 

47.83 

3,548 

2 

97-8 

75-0 

61,020 

4 

95-6 

72.0 

2,044 

3 

96.7 

73-9 

34,840 

3 

96.7 

73-9 

•  •  •  • 

24 

73-91 

5109 

•  •  •  • 

24 

73-91 

51.09 

1,134 

3 

96.7 

74.0 

1,870 

24 

74-0 

5i.i 

1,604 

24 

74-0 

5i. 1 

2,470 

3 

96.7 

73.9 

2,761 

23 

75-0 

52.0 

24,039 

3 

96.7 

73-9 

2,879 

25 

72.8 

50.0 

(Figures  in  these 
two  columns  copied 
from  the  Annual 
Report  of  the  State 
Sunday  School  Sec¬ 
retary  for  Indiana.) 


[534] 


BUDGETS  AND  STATISTICS 


mates  are  based  on  previous  reports  and  such  information  as 
may  have  come  to  the  attention  of  the  township  secretary. 

The  county  secretary  assembles  the  reports  from  the  town¬ 
ship  secretaries  and  adds  to  them  his  own  estimates  for  the 
schools  in  the  townships  from  which  no  reports  have  been 
secured,  or  leaves  the  report  incomplete.  The  county  secre¬ 
taries  report  to  the  state  secretary  the  original  data  from  the 
records  of  local  schools,  plus  (i)  estimates  of  the  school  secre- 


1.000.000 

600.000 

600.000 

400.000 

200.000 

O 

1. 000.00a 

0/Yl  /W\ 

600.000 

Pupil 

Sy/ 

•••••* 

POPUL 

»•••••< 

CD  l  v  1  c 

at  ion 
!•••••» 

)ED  BY 

)•••••• 

10) 

TWIVVA/ 

200.000 

0 

Teac 

HERS 

§  s 

wv 

885 

'890 

1895 

1900 

906 

910 

915 

920 

925 

1 

Chart  LXVII  —  A  Comparison  of  the  Number  of  Pupils  Enrolled, 
the  Number  of  Teachers  and  Officers  Employed  in  the 
Protestant  Christian  Sunday  Schools  of  Indiana, 
with  the  Total  Population  of  the  State  for 
Stated  Periods  from  1878  to  1919,  Inclusive. 

taries,  (2)  estimates  of  the  township  secretaries,  and  (3)  esti¬ 
mates  of  the  county  secretaries.  In  turn,  the  state  secretary 
assembles  the  actual  figures,  and  the  three  sets  of  estimates 
which  reach  him  from  the  county  secretaries  and  sends  them 
on  to  the  International  Sunday  School  Association  supple¬ 
mented  by  his  own  estimates  for  the  counties  from  which  he 
has  been  unable  to  receive  reports. 

The  accompanying  Table  CLXXI  shows  the  summary  of  a 
study  of  the  character  of  the  annual  report  of  the  state  secre¬ 
tary  for  1920. 

This  report  shows  that  only  2,879  °f  the  5,268  schools  in 
Indiana  submitted  actual  reports  in  1920;  and  that  only  65  of 
the  92  counties  submitted  reports.  The  total  number  of  teach- 

[535] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


ers  and  pupils  reported  is  618,198;  the  number  of  pupils  is 
given  as  515,408.  By  subtraction  we  have  102,790  teachers 
and  officers.  But  the  number  of  teachers  reported  in  the  third 
item  of  the  table  is  only  65,369.  Here  is  a  discrepancy  of 
37,421  teachers  and  officers. 

The  following  table  will  show  the  results  of  an  inquiry  into 
the  character  of  the  reports  of  county  secretaries  to  the  state 
secretary:  (See  Table  CLXXII.) 


TABLE  CLXXII  — THE  ANNUAL  REPORTS  OF  THE  INDIANA 
COUNTY  SECRETARIES  TO  THE  STATE  SECRETARY 


(Township  and  District  figures  considered  in  this  study.) 


(Reports  for  Year  ending  June,  1920.) 


Total  number  of  townships  in  Indiana.... 
Total  number  of  townships  reporting  as 

townships  . 

Number  of  townships  reporting  actual 

figures  . 

Number  of  townships  reporting  estimates 

only  . 

Number  of  townships  reporting  both 

actual  figures  and  estimates . 

Number  of  townships  not  reporting  at  all 
Total  number  of  districts  reporting  as 

districts  . 

Number  of  districts  reporting  actual 

figures  . 

Number  of  districts  reporting  both  actual 

figures  and  estimates . 

Total  number  of  cities  reporting  as  cities 

Number  of  cities  reporting  estimates . 

Number  of  cities  reporting  actual  figures 
Total  townships,  district  and  cities  re¬ 
porting  . 

Number  reporting  actual  figures . 

Number  reporting  estimates . 

Number  reporting  both  actual  and  estimate 

figures  . 

Number  not  reporting . 


Number 

Totals 

Per  Cent 

•  • 

1,017 

•  •  • 

•  • 

663 

•  •  • 

471 

•  •  • 

71.04 

77 

•  •  • 

11.61 

49 

•  •  • 

74 

66 

•  •  • 

1 0.0 

•  • 

30 

•  •  • 

23 

•  •  • 

76.7 

7 

•  •  • 

233 

•  • 

6 

•  •  • 

3 

•  .  • 

50.0 

3 

•  .  • 

50.0 

•  • 

699 

•  •  • 

497 

•  •  • 

7 1. 1 

80 

•  •  • 

1 1.4 

56 

•  •  • 

8.0 

66 

•  •  • 

10.0 

From  the  foregoing  tables  it  will  be  apparent  that  of  the 
92  counties  in  Indiana,  27,  or  28.2  per  cent.,  did  not  report 
to  the  State  Sunday  school  secretary  in  1920;  and  65,  or  71.8 
per  cent.,  did  report  in  1920.  Of  the  65  counties  reporting, 
only  71. 1  per  cent,  returned  actual  figures;  and  these,  in  many 
cases,  included  the  estimates  of  the  school  secretary.  In  other 


[536] 


BUDGETS  AND  STATISTICS 


words,  51  per  cent.  (71.1  per  cent,  x  71.8  per  cent.)  of  the 
Indiana  Sunday  School  Association’s  annual  report  for  1920 
was  based  on  actual  figures  and  49  per  cent,  was  made  up  of 
estimates  by  state,  county  and  township  secretaries.  It  is 
impossible,  therefore,  to  estimate  the  accuracy  of  the  statistical 
reports  of  the  Indiana  Sunday  School  Association  and  its 
affiliated  county,  township,  and  district  associations. 


TABLE  CLXXIII  — NUMBER  OF  SUNDAY  SCHOOLS,  NUMBER 
OF  TEACHERS  AND  OFFICERS  AND  TOTAL 
ENROLLMENT  IN  INDIANA  FOR  STATED 
PERIODS  FROM  1878  TO  1920 


Number  of 

Number  of 

Total 

Date  of 

Schools  in 

Officers  and 

Number  of 

Attending ' 

Report 

State 

Teachers 

Pupils 

Membership 

1875 . 

•  •  •  • 

1878 . 

4,089 

40,062 

352,650 

365,712 

1881 . 

4,047 

38,814 

334,396 

373,2io 

1884 . 

4,047 

38,814 

334,396 

373,2io 

1887 . 

4,491 

46,898 

366,684 

413,522 

1890 . 

5,508 

45,109 

574,185 

419,294 

1893 . 

4,93i 

50,950 

371,602 

422,552 

1896 . 

5,306 

60,538 

432,229 

492,767 

1899 . 

5,6i7 

68,329 

515,568 

509,957 

1902 . 

5,6i7 

45,6oo 

5i5,56o 

561,163 

1905 . 

5,277 

68,591 

5I7T46 

599,525 

1908 . 

5,210 

64,881 

464,676 

507,557 

1911 . 

5T5I 

63,425 

501,833 

565,520 

1914 . 

5,165 

62,975 

598,138 

661,111 

1918 . 

5,386 

70,664 

691,170 

761,836 

1920 . 

5,268 

65,369 

515,408 

618,198 

(Data  taken 
Association.) 

from  the  records  of  the 

International 

Sunday  School 

With  these  statements  in  mind,  the  accompanying  table  of 
statistics  taken  from  the  reports  of  the  Indiana  Sunday  School 
Association  to  the  International  Sunday  School  Association  at 
intervals  of  three  or  four  years  since  1878,  will  take  on  new 
meaning.  (See  Table  CLXIII.)  The  eye  catches  at  once 
certain  figures  which  indicate  defects  in  the  records  rather  than 
actual  conditions  in  the  Sunday  schools  of  Indiana.  For  ex¬ 
ample,  the  reports  for  1881  and  1884  are  identical  for  all 
items:  the  reports  for  1899  and  1902  are  identical  as  to  the 
number  of  schools  and  the  number  of  pupils. 

It  is  not  improbable  that  the  International  Sunday  School 

[537] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Association,  in  the  absence  of  reports  from  Indiana  for  1884 
and  1902,  entered  in  its  records  for  Indiana  a  report  based  on 
the  records  of  a  previous  triennium.  Between  1889  and  1902 
there  is  a  reported  slump  of  22,729  teachers  and  officers  with¬ 
out  the  loss  of  a  single  pupil.  In  the  following  triennium  there 
is  a  reported  increase  of  22,729  teachers  and  officers  with  an  in¬ 
crease  of  students  of  only  1,620;  and  during  the  same  period 
there  is  a  reported  loss  of  342  Sunday  schools.  On  the  whole, 
however,  the  table  shows  the  best  estimates  which  Sunday 
school  officials  have  been  able  to  make  in  the  light  of  such  actual 
figures  as  were  at  their  command.  The  accompanying  Chart 
LX VI I  will  show  graphically  the  growth  of  Sunday  school 
enrollment  in  Indiana  since  1878,  based  on  Table  CLXXIII. 
It  appears  that  in  recent  years  the  growth  in  enrollment  in 
Sunday  schools  has  exceeded  the  growth  in  population  of  the 
state ;  but  that  the  growth  in  the  number  of  teachers  and  officers 
has  not  kept  pace  with  the  growth  in  Sunday  school  enrollment. 

THE  UNITED  STATES  CENSUS  OF  RELIGIOUS  BODIES  FOR  1916 

The  United  States  census  of  Religious  Bodies  for  1916 
gives  the  following  totals  for  the  Sunday  schools  of  Indiana : 
(See  Table  CLXXV.) 


(1)  Number  of  organizations .  6,809 

(2)  Number  of  organizations  reporting .  5,841 

(3)  Number  of  Sunday  schools  reported....  5,979 

(4)  Number  of  officers  and  teachers .  73, 633 

(5)  Number  of  pupils .  735,967 


Of  the  88  religious  bodies  included  in  the  above  summary, 
58  are  affiliated  with  the  Indiana  Sunday  School  Association. 
The  totals  for  the  state  Sunday  school  constituency  included  in 
the  above  summary  are : 


(1)  Number  of  organizations .  5,934 

(2)  Number  of  organizations  reporting .  5,34° 

(3)  Number  of  Sunday  schools  reported....  5,443 

(4)  Number  of  officers  and  teachers .  71,022 

(5)  Number  of  pupils .  683,331 

[538] 


BUDGETS  AND  STATISTICS 


The  statistics  for  Sunday  schools  which  are  published  in 
the  United  States  Census  of  Religious  Bodies,  are  based,  in  the 
last  analysis,  on  the  records  kept  by  local  Sunday  school  secre¬ 
taries.  These  records,  as  has  been  previously  pointed  out, 
are  very  imperfectly  kept.  The  two  items  which  are  most 
reliable  in  these  Sunday  school  reports  are  (i)  the  number  of 
persons  present  including  visitors;  and  (2)  the  amount  of 
money  received  each  Sunday.  The  information  which  reaches 
the  Government  Census  Bureau  passes  through  denominational 
and  interdenominational  secretaries  in  the  same  manner  as  the 
same  material  reaches  the  International  Sunday  School  Asso¬ 
ciation.  A  more  refined  method  of  treating  statistical  data  in 
the  government  office  can  not  correct  the  defects  which  attend 
the  gathering  and  preserving  of  data  within  the  local  Sunday 
school.  Those  who  would  improve  the  accuracy  of  Sunday 
school  statistics  must  begin  with  their  local  Sunday  school. 


[539] 


Chapter  XX 


THE  INDIANA  SUNDAY  SCHOOL 
ASSOCIATION— AN  EVALUATION 

The  Indiana  Sunday  School  Association  has  won  the  en¬ 
thusiastic  support  of  the  Protestant  churches  of  Indiana.  It  is 
now  experiencing  the  most  concrete  evidences  of  widespread 
popular  approval.  Its  conventions  are  the  largest  in  its  history. 
Its  budget  is  raised  by  apportionments  to  local  schools.  These 
apportionments  are  paid  more  promptly  and  more  cheerfully 
than  in  any  previous  period  of  the  history  of  the  Association. 

The  foregoing  analysis  of  a  popular  organization  with  more 
than  half  a  century  of  helpful  service  to  the  state,  has  revealed 
many  points  of  strength  and  laid  bare  some  points  of  weakness 
which  this  section  will  attempt  to  summarize. 

I.  Elements  of  Strength 

(a)  Democracy  of  control:  The  Indiana  Sunday  School 
Association  is  a  democratic  organization.  Any  Protestant 
Christian  citizen  of  Indiana  can  join  it.  Its  township,  county 
and  state  conventions  are  open  forums  for  the  discussion  of 
any  and  all  problems  concerning  the  religious  education  of  the 
state. 

(b)  Interdenominational  cooperation :  Through  this  demo¬ 
cratic  organization  all  Protestant  Christian  bodies  may  carry 
forward  their  cooperative,  community  work  in  religious  educa¬ 
tion.  The  Protestant  Christian  bodies  need  an  organ  through 
which  their  common  tasks  can  be  performed. 

(c)  Growth  through  participation:  This  association  pro¬ 
vides  a  channel  through  which  thousands  of  local  workers  may 
actually  participate  in  forming  the  policies  which  are  to  be 

[540] 


SUNDAY  SCHOOL  ASSOCIATION 


applied  to  their  own  and  to  other  schools.  This  opportunity 
for  growth  through  participation  is  part  of  the  genius  of  the 
Indiana  Sunday  School  Association. 

(d)  Executive  and  Supervisory  Systems:  In  spite  of  the 
weakness  which  has  been  pointed  out  in  the  operation  of  the 
executive  and  supervisory  systems  of  the  Indiana  Sunday 
School  Association,  the  principles  underlying  these  systems  are 
fundamentally  sound.  The  tendency  to  distinguish  between 
administration  and  supervision  is  in  harmony  with  approved 
standards.  The  system  of  training  through  councils,  institu- 
tutes,  etc.,  is  in  line  with  the  most  modern  methods.  Many  of 
the  standards  published  in  Chapter  XVIII  are  crude  and  of 
doubtful  value;  but  the  method  of  using  standards  and  scales 
in  measuring  results  is  most  commendable. 

II.  Elements  of  IV eakness 

(a)  Dependence  on  voluntary  leadership:  It  is  true  that 
the  greater  part  of  the  work  in  religious  education  must  be 
done  by  voluntary  workers.  It  is  clear,  however,  that  voluntary 
workers  can  not  guarantee  the  continuity  of  the  program.  The 
rapid  turn-over  from  year  to  year  in  the  working  force  due  to 
the  system  of  voluntary  workers  causes  incalculable  loss  in  the 
efficiency  of  the  system.  An  organization  whose  machinery 
goes  to  pieces  periodically  because  of  its  dependence  on  volun¬ 
tary  labor,  can  not  carry  week-day  schools  of  religion,  com¬ 
munity  training  schools,  and  other  modern  agencies  of  religious 
education.  Salaried  specialists  must  supplement  the  voluntary 
workers  if  the  association  is  to  meet  modern  demands.  The 
Y.  M.  C.  A.  has  found  it  possible  to  maintain  a  staff  of  salaried 
workers  in  communities  of  every  size.  Its  strength  is  due 
largely  to  its  system  of  salaried  officers.  The  task  of  religious 
education  requires  a  similar  organization.  The  voluntary 
worker  needs  the  help  of  a  trained  specialist. 

(b)  Inadequate  man  power:  This  is  perhaps  the  weakest 
place  in  the  Indiana  Sunday  school  system.  The  State  office 
is  short-handed.  But  the  most  notable  shortage  is  in  the  county 
and  city  centers.  It  is  incomprehensible  that  a  great,  rich  state 

[54i] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


like  Indiana,  after  fifty-seven  years  of  organized  Sunday  school 
work,  shall  not  have  a  single  city  or  county  with  professionally 
trained  leadership  and  an  aggressive  cooperative  community 
program  of  religious  education.  Until  cities  and  counties  are 
willing  to  pay  the  price  of  the  supervision  of  voluntary  workers 
by  salaried  experts  they  must  expect  to  pay  the  penalties  im¬ 
posed  by  inefficiency. 

(c)  Finance:  The  present  budgets  in  the  Indiana  township, 
county,  and  state  Sunday  School  Associations  will  support  a 
convention  system  but  they  will  support  little  else.  There  is  a 
great  need  of  a  system  of  finance  so  organized  as  to  care  for  all 
overhead  expenses  and  at  the  same  time  greatly  increase  the 
funds  available  for  local  expenses.  The  county  and  township 
budgets  discussed  in  this  report  are  too  small  to  guarantee  the 
spiritual  literacy  of  the  American  people.  The  great  need  is 
not  for  more  money  for  overhead  organization ;  it  is  for  more 
money,  for  township,  village,  city  and  county  leadership.  This 
new  local  emphasis  will  demand  a  new  system  of  finance  for  the 
Indiana  Sunday  School  Association. 

Ill.  A n  Indiana  System  of  C hristian  Education 

This  report  points  out  specific  ways  to  strengthen  the 
weak  places  in  the  Sunday  schools  of  Indiana,  and  suggests 
methods  for  cooperative  efforts  in  securing  needed  reforms. 
It  also  urges  the  preservation  of  all  agencies  that  have  elements 
of  strength.  Among  these  there  is  no  agency  in  the  state  with 
more  elements  of  strength  than  the  Indiana  Sunday  School 
Association.  It  should  be  utilized  to  its  fullest  capacity  in 
order  that  there  may  be  in  the  state  a  regularly  recognized 
Protestant  Christian  System  of  Religious  Education. 


[542] 


Chapter  XXI 


BIBLE  STUDY  FOR  CREDIT  IN  THE  INDIANA 

HIGH  SCHOOLS 


I.  History 

The  Indiana  Sunday  School  Association  has  issued  the 
following  account  of  the  inauguration  of  the  Indiana  Bible 
Study  for  High  school  Credit  Plan : 

“At  the  joint  meeting  of  the  Indiana  Association  of  Teachers 
of  English  and  the  High  school  Section  of  the  Indiana  State 
Teachers’  Association,  October  29,  1914,  a  request  was  received 
from  a  number  of  school  principals  and  superintendents,  that  a 
joint  committee  be  appointed  to  prepare  a  plan  of  Bible  study 
for  Indiana  similar  to  that  in  use  in  other  States.  The  committee 
appointed  was  chosen  from  the  two  organizations  without  any 
knowledge  as  to  church  affiliations. 

“As  soon  as  the  committee  had  finished  its  work  on  the  out¬ 
line,  copies  of  the  proposed  outline  were  printed  and  submitted 
to  the  State  Board  of  Education  for  its  approval,  both  of  the 
contents  of  the  course  and  the  manner  of  giving  credit.  After 
due  deliberation,  the  board  approved,  almost  unanimously,  the 
plan  as  prepared  by  the  committee.  This  action  made  it  legal 
for  local  school  boards  throughout  the  State  to  introduce  the 
course  and  grant  credit  in  the  high  schools  upon  request  of  citi¬ 
zens  or  school  officials.  Similarly,  it  left  with  the  local  boards 
the  power  to  refuse  admission  to  the  course. 

“The  State  Sunday  School  Association,  at  its  annual  con¬ 
vention,  passed  resolutions  approving  the  course  and  pledging 
support  for  its  adoption.  Similar  endorsement  has  been  given 
by  several  of  the  county  and  local  associations.” 

II.  Essential  Features 

Bulletin  Number  11,  issued  by  the  Committee  of  Five, 
which  has  the  active  management  of  the  plan,  sets  forth  the 
following  as  its  essential  points  : 


[543] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


“One  semester  credit  may  be  given  toward  graduation. 

“To  receive  credit  the  student  must  pass  a  written  examination 
based  upon  any  two  of  the  four  parts  of  the  syllabus.  Only  two 
units  may  be  taken  for  credit. 

“The  syllabus  consist  of  two  units  based  upon  the  Old  Testa¬ 
ment  and  two  based  upon  the  New  Testament. 

“One  representative  from  each  high  school  using  this  course  of 
study  shall  constitute  a  board  of  control.  The  Board  of  Control 
elect  from  their  number  a  committee  of  five  persons  who  shall 
have  charge  of  making  the  examination  questions,  and  grading 
the  papers. 

“The  examination  shall  consist  of  ( i )  questions  of  fact  based 
upon  the  work  in  the  syllabus,  and  (2)  questions  of  literary  and 
historical  values.  Questions  of  theological  interpretation  shall 
be  strictly  avoided. 

“Each  applicant  for  examination  shall  be  required  to  pay  a 
fee  of  twenty-five  cents  to  cover  expenses.  This  fee  is  required 
for  every  examination. 

“The  work  in  Bible  Study  may  be  done  by  individuals,  in  clubs, 
in  schools,  in  Sunday  schools,  or  in  any  way  desired. 

“Each  school  shall  determine  whether  or  not  students  have 
met  the  local  requirements  to  entitle  them  to  take  the  examination. 

“The  principal  or  a  teacher  of  the  school  shall  have  charge  of 
the  examination,  and  shall  send  in  all  manuscripts. 

“In  order  to  be  entitled  to  give  credit,  each  school  must  be 
authorized  to  do  so  by  the  State  Department  of  Education.  The 
Boards  of  Trustees  of  cities  and  towns  or  township  trustees  may 
make  this  request  by  passing  the  following  resolution :  ‘Resolved, 
that  on  consent  of  the  State  Department  of  Education,  credit  for 
outside  Bible  Study  be  given  in  accordance  with  the  plan  approved 
by  the  State  Department.’  Inform  the  State  Department  of  this 
action. 

“The  official  syllabus  may  be  obtained  from  the  Shortridge 
Echo  Press,  Shortridge  High  school,  Indianapolis,  Indiana.  Single 
copies  postpaid,  six  cents ;  in  lots  of  five  or  more,  five  cents  per 
copy,  postpaid. 

“Catholics,  Protestants  and  Hebrews  have  done  this  work.  A 
Hebrew  pupil  can  take  the  work  in  the  Old  Testament  and  receive 
the  maximum  credit. 

“The  school  credit  is  controlled  by  the  school.  It  is  assumed 
that  a  knowledge  of  Hebrew  History,  or  a  knowledge  of  the 
Bible  in  general  is  just  as  essential  as  a  knowledge  of  Greek  or 
Roman  history,  or  a  knowledge  of  other  forms  of  great  literature. 

“The  examination  dates  are  the  second  Saturday  of  each  month 
from  September  to  June,  inclusive. 

[544] 


BIBLE  STUDY  FOR  CREDIT 


“The  Committee  of  Five  consists  of  Supt.  J.  W.  Holton, 
Shelbyville,  Chairman ;  Supt.  T.  F.  Fitzgibbon,  Muncie ;  Prin. 
J.  W.  Kendall,  Secy.-Treas.,  Marion;  Miss  Rose  Rudin,  Evans¬ 
ville  ;  Supt.  Amos  C.  Henry,  Jeffersonville.” 

III.  The  Examination 

The  written  examination,  based  on  the  outline  printed  in  the 
approved  syllabus,  constitutes  the  only  test  of  the  pupil’s  fitness 
to  receive  credit  for  Biblical  subjects.  The  passing  mark  is 
the  same  as  in  any  other  subject  in  the  school  granting  the 
credit.  The  character  of  the  examination  questions  is  shown 
by  the  following  questions  which  constituted  the  official  lists 
for  the  June,  1921,  examination. 

PART  I  (Answer  any  ten) 

1.  Why  is  a  study  of  the  Bible  necessary? 

2.  Draw  a  map  of  Palestine  showing  the  four  physical  regions. 

3.  How  do  maps  aid  in  the  study  of  the  Bible? 

4.  Name  the  books  of  the  Pentateuch. 

5.  Briefly  write  the  story  of  the  Flood. 

6.  Who  is  your  favorite  Old  Testament  character?  Why? 

7.  Identify  Abraham,  Lot,  Rebecca,  Esau  and  Caleb. 

8.  Characterize  Moses. 

9.  Describe  the  Calling  of  Samuel. 

10.  Tell  something  of  the  early  life  of  David. 

11.  In  what  way  was  Solomon  strong?  In  what  way  weak? 

12.  Write  the  Shepherd  Psalm. 

PART  II  (Answer  any  ten) 

1.  Name  the  Historical  Books  of  the  Old  Testament. 

2.  Give  meaning  of  patriarch;  judge;  priest;  prophet. 

3.  What  is  meant  by  the  Division  of  the  Kingdom? 

4.  Describe  the  Contest  on  Mt.  Carmel. 

5.  Tell  what  you  can  of  Elijah. 

6.  Characterize  Isaiah. 

7.  Name  the  Major  Prophets. 

8.  Identify  Naboth;  Belshazzar;  Cyrus;  Daniel. 

9.  Describe  the  Rebuilding  of  the  1  emple. 

10.  Briefly  give  the  story  of  Esther. 

11.  How  was  Job  tested? 

12.  What  is  your  favorite  book  of  the  Old  Testament?  Why? 

[545] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 

•  • 


PART  III  (Answer  any  ten) 

1.  Name  the  political  divisions  of  Palestine  in  time  of  Christ. 

2.  Name  the  four  gospels. 

3.  Who  is  your  favorite  character  of  the  New  Testament?  Why? 

4.  Name  the  General  Epistles. 

5.  Tell  what  you  can  of  the  Childhood  and  Youth  of  Jesus. 

6.  Name  four  miracles  of  Jesus. 

7.  Describe  the  Transfiguration. 

8.  Describe  the  raising  of  Lazarus. 

9.  What  is  meant  by  Passion  Week? 

10.  Describe  the  scene  at  Gethsemane. 

11.  Why  was  Jesus  crucified? 

12.  Tell  the  story  of  the  Resurrection. 

PART  IV  (Answer  any  ten) 

1.  Name  the  Epistles  to  Special  Churches  or  persons. 

2.  Why  should  you  have  a  knowledge  of  the  New  Testament? 

3.  Write  Paul’s  address  on  Mars  Hill. 

4.  Why  is  the  Day  of  Pentecost  important? 

5.  Tell  what  you  can  of  Peter. 

6.  Who  was  the  first  Christian  martyr?  Describe  his  death. 

7.  What  made  Paul  great? 

8.  Describe  Paul’s  First  Missionary  Journey. 

9.  What  is  the  purpose  of  the  Book  of  Acts? 

10.  Name  three  cities  visited  by  Paul  on  his  third  journey. 

11.  Tell  what  you  can  of  Paul  before  Felix. 

12.  Write  the  Lord’s  Prayer. 


IF.  Cooperating  High  Schools 

The  extent  to  which  this  plan  has  been  adapted  by  the  high- 
schools  of  Indiana  is  shown  by  the  following  list  of  171  high- 
schools  which  were  authorized  by  the  State  Board  of  Education 
to  give  credit  for  outside  Bible  Study,  January  1,  1921. 


Angola 

Berne 

Bridgeton 

Aurora 

Butler 

Bluffton 

Arcadia 

Battle  Ground 

Brookston 

Acton 

Brazil 

Berne 

Argos 

Boswell 

Ashley 

Bicknell 

Carthage 

Auburn 

Bloomington 

Cayuga 

[546] 


BIBLE  STUDY  FOR  CREDIT 


Center  Township 

Cambridge  City 

Cowan 

Churubusco 

Clay  City 

Clinton 

Charlestown 

Coesses 

Clayton 

Columbus 

Connersville 

Corydon 

Dale 

Dana 

Decatur 

Darlington 

Dunkirk 

Dupont 


Hamilton 

Hagerstown 

Huron 

Hartford  City 
Hope 

Huntington 

Jamestown 

Jeffersonville 

Jasonville 

Kempton 

Kewanna 

Kendallville 

Kokomo 

Kingman 

Kenard 

Kirklin 


Eaton 

Eugene  Township 
Economy 
Edinburg 
Ellettsville 
Evansville 

(Two  high  schools )  Lapel 

Lizton 


Liberty  Center 

Lagro 

Lebanon 

Larwell 

LaFountain 

Lowell 

Linton 


Farmland 

Francesville 

Flora 

Freelandville 

Frankfort 

Franklin 

Fremont 

Greentown 

Galveston 

Goshen 

Greencastle 

Georgetown 

Greenwood 

Greenfield 

Gas  City 


Mt.  Vernon 

Mackey 

Monticello 

Matthews 

Morristown 

Michigan  City 

Middleburg 

Marion 

Milroy 

Middletown 

Merom 

Madison 

Mt.  Summit 

Mulberry 

Muncie 


North  Liberty 

Newtown 

Nappanee 

New  Castle 

Noblesville 

New  Philadelphia 

North  Manchester 

Newport 

New  Market 

Owensville 

Oakland  City 

Orleans 

Odon 

Peru 

Pimento 

Parker 

Portland 

Petersburg 

Poseyville 

Petroleum 

Pleasant  Lake 

Pendleton 

Plainfield 

Plainville 

Pulaski 

Rossville 

Richmond 

Royerton 

Rockport 

Roam 

Seymour 
Spiceland 
Shelbyville 
Salem  Center 
Sheridan 
Salem 
Silver  Lake 
Shipshewana 
South  Bend 
St.  Joe 

South  Whitley 
Spencer 


[547] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Swayzee 

Summitville 

Syracuse 


Upland 

Veedersburg 


Tangier  Wabash 

Terre  Haute  Warren 

(Three  high  schools)  Warsaw 
Troy  Waveland 

Thorntown  West  Lafayette 

Tyner  Westphalia 


West  Newton 

Williamsport 

Wolcottville 

Winamac 

Wingate 

Wawaka 

Worthington 

Wheatland 

Zionsville 


TABLE  CLXXIV  —  ENTRANCE  CREDITS  IN  BIBLICAL  HIS¬ 
TORY  AND  LITERATURE  ACCEPTED  BY  CERTAIN 
INDIANA  COLLEGES  DURING  THE  THREE 
ACADEMIC  YEARS  PRECEDING 
JUNE  15TH,  1921 


Name  of  College 


•8* 

I-  .§ 

P  to  $ 

to 

2?  to 

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Vj 

is  T1 

5  § 


bi  s 

•2 

-  s's 

^  j  6  io 
O  Sj 

W  o 
H-,  N  o 

42  *Q  O 

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*~i 

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^  to 

a  83 
■+» 

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ShU 

«.§ii 

^cqq  § 

3  •*-*  ^3 
Q  r 
<0.2^ 

0  fO  * 

No.  Stu 
Such  Cr 
Schools 

Totals. . . 

.  156 

124.95 

58 

97 

0 

1 

Butler  College  . 

12 

12 

0 

12 

0 

0 

DePauw  University  . . . 

12 

12 

12 

0 

0 

0 

Earlham  College  . 

•  33 

19.05 

15 

1 7 

0 

1 

Evansville  College  k  . . . 

16 

7-9 

2 

14 

0 

0 

Franklin  College  . 

.  24 

12.5 

0 

24 

0 

0 

Hanover  College  . 

0 

0 

0 

0 

0 

0 

Indiana  University  a. . . . 

.  28 

28 

0 

28 

0 

0 

Manchester  College  . . . 

•  1 7 

20 

15 

2 

0 

0 

Taylor  University  . 

8 

7-5 

8 

0 

0 

0 

Union  Christian  College  0 

0 

0 

0 

0 

0 

Wabash  College  . 

6 

6 

6 

0 

0 

0 

1  Credits  for  two  years  only. 
3  Record  for  one  year  only. 


College  only  two  years  old. 


V.  Record  of  Students  Writing  Examinations 

The  following  table  will  show  the  number  of  students 
writing  examinations  for  Bible  Study  credit  since  the  begin¬ 
ning  of  the  plan,  the  number  making  passing  grades  and  the 

[548] 


BIBLE  STUDY  FOR  CREDIT 


number  of  units  of  credit  earned.  No  records  have  been  kept 
showing  the  sex  of  pupils  writing  examinations  and  no  infor¬ 
mation  is  available  as  to  the  number  of  Protestant,  Catholic 
or  Jewish  students  which  are  included  in  the  accompanying 
table.  (See  Chart  LX VIII.) 

Percentage 


Number 

of  Pupils 

Number 

Number 

Making 

Making 

Units 

Year 

Taking 

Passing 

Passing 

of  Credit 

Examination 

Grade 

Grades 

Earned 

Total. . 

•  •  6,933 

5,54  7 

80.00 

4,454 

1916-17 . 

426 

64-5 

35i 

1917-18 . 

1,281 

1,046 

81.7 

826 

1918-19 . 

B555 

i,273 

81.9 

1,054 

1919-20 . 

1,620 

1,309 

80.8 

1,081 

1920-21 . 

1,493 

82.1 

1,142 

2500 

2000 

1500 

1000 

500 

0 


1916-17  1917-18  1918-19  1919-20  1 920-2 I 


Chart  LXVIII  —  Number  of  Persons  Writing  Examinations  for 
Credit  Under  the  Board  of  Control  for  Bible  Study  Credit  in 
Indiana  High  Schools  and  the  Number  Making  Pass¬ 
ing  Grades  During  the  Five  Academic  Years  Be¬ 
ginning  with  1916-17  and  Ending  with  1920-1921. 


An  effort  has  been  made  to  determine  how  many  students 
present  credits  for  entrance  to  Indiana  colleges  which  have 
been  earned  under  the  provisions  of  the  Indiana  plan  for  Bible 
study  credit  in  high  schools.  Table  CLXXIV,  on  page  548, 
shows  that  of  the  5,547  students  making  passing  grades 
in  Biblical  subjects  97  or  1.7  per  cent,  entered  eleven 

[549] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Indiana  colleges  during  the  three  years  from  1918  to  1920 
inclusive.  Many  of  these  students  were  Catholic  and  Jewish, 
many  may  have  enrolled  in  other  colleges,  and  some  may  have 
enrolled  in  college  earlier  than  1918.  When  all  these  deduc¬ 
tions  have  been  made,  it  is  evident  that  a  very  small  fraction 
of  the  Protestant  students  who  receive  Bible  study  credits  in 
the  high  schools  of  Indiana  use  such  credits  for  entrance  into 
the  Protestant  Christian  colleges  of  Indiana. 

VI.  Analysis  and  Evaluation 

The  Bible  study  credit  plan  in  Indiana,  like  that  of  North 
Dakota,  had  its  genesis  in  the  English  section  of  the  state 
teachers’  association.  High  school  and  college  teachers  of 
English,  noting  their  students’  lamentable  ignorance  of  the 
English  Bible,  have  been  active  in  devising  plans  for  remedying 
this  defect.  The  Indiana  plan  involves  the  following  elements: 

(a)  The  announced  purpose  of  the  Biblical  study — to  im¬ 
part  literary  and  historical  knowledge — is  academic,  not  reli¬ 
gious.  To  teach  the  Bible  as  literature  and  history,  without  an 
appreciation  of  the  dominating  religious  motives  which  inspired 
the  literature  and  history,  is  to  rob  the  Bible  of  much  of  its 
richness  and  power.  To  accomplish  the  religious  development 
of  boys  and  girls,  the  Bible  must  be  taught  for  its  religious 
values.  It  is  true  that  the  plan  does  not  prevent  the  private 
teachers  from  giving  the  subject  a  definite  religious  emphasis; 
but  the  plan  does  not  encourage  such  emphasis. 

(b)  The  plan  is  under  state  regulation.  The  approval  of 
the  State  Board  of  Education  is  one  of  the  prerequisites  for 
the  operation  of  the  plan.  Whenever  the  State  sets  examina¬ 
tions  or  in  other  ways  regulates  the  content,  method,  or  quality 
of  Biblical  instruction,  there  is  a  definite  violation  of  the  Ameri¬ 
can  principle  of  the  separation  of  church  and  state,  or  else  there 
is  a  complete  secularization  of  the  method  and  content  of  the 
Biblical  teaching. 

(c)  The  plan  conditions  academic  credit  upon  a  single  ex¬ 
amination,  with  questions  made  by  one  committee,  given  by 
another,  and  papers  marked  by  a  third  party.  No  standard 

[550] 


BIBLE  STUDY  FOR  CREDIT 


high  school  in  Indiana  would  be  willing  to  place  English,  his¬ 
tory,  science,  mathematics  or  any  other  high  school  discipline 
on  the  same  basis.  The  method  tends  to  foster  “cramming” 
for  tests  within  the  limits  of  the  syllabi.  The  plan  does  not 
tend  to  further  the  more  thorough  curriculum  provided  by  the 
graded  textbooks  now  available  for  Sunday  school  use.  It 
does  not  have  the  advantage  of  the  Colorado  plan  which  pro¬ 
vides  a  way  to  standardize  both  the  teacher  and  the  conditions 
of  teaching. 

(d)  The  plan  tends  to  develop  favorable  public  sentiment 
for  the  introduction  of  English  Bible  courses  into  the  English 
and  history  departments  of  the  American  high  school.  A 
prominent  member  of  the  “Committee  of  Five”  writes :  “The 
plan  is  growing  to  be  very  popular  in  Indiana.  There  is  a 
strong  demand  that  Bible  study  in  high  schools  be  placed  on 
the  same  basis  as  other  studies.  This  will  probably  be  done.” 
This  development  is  exactly  what  would  be  expected  of  a 
movement  whose  purpose  was  “literary  and  historical,”  not 
religious  or  theological.  In  other  words,  this  plan  leans 
towards  the  state,  rather  than  the  church,  towards  academic 
culture  rather  than  spiritual  development. 

It  is  not  the  purpose  of  this  report  to  discount  the  value  of 
the  work  being  accomplished  by  this  plan  of  Bible  study  credits 
in  the  high  schools  in  Indiana.  It  is  rather  intended  to  point 
out  that  valuable  as  this  plan  may  be  for  literary  and  academic 
purposes,  it  does  not  provide  the  solution  of  the  problem  of  the 
religious  training  of  the  children  and  youth  of  Indiana.  This 
problem  must  be  solved  under  church  auspices,  not  as  a  bi¬ 
product  of  secular  education. 


[551] 


Chapter  XXII 


DENOMINATIONAL  PROMOTION  AND  SUPER¬ 
VISION  OF  RELIGIOUS  EDUCATION  IN 
INDIANA 

BY  WILLIAM  E.  CHALMERS 
1.  Sources  of  Information 

By  personal  interviews  with  denominational  leaders  re¬ 
sponsible  for  the  promotion  of  religious  education  in  Indiana, 
and  by  correspondence  with  state  and  national  officers,  an 
attempt  was  made  to  secure  accurate  data  regarding  the  de¬ 
nominational  Sunday  school  and  other  religious  education  work 
in  that  state  for  the  five-year  period  beginning  in  1916  and 
ending  in  1921.  The  following  items  were  included  in  the 
question-schedule : 

(a)  Workers 

(1)  What  paid  workers  has  your  denomination  at  work  in 
Indiana?  Or  in  a  larger  area  including  Indiana? 

(2)  What  General  Denominational  officer  visits  your  state 
in  the  interests  of  Sunday  schools? 

(3)  What  regular  service  is  rendered  the  Sunday  schools 
of  Indiana  by  your  denominational  headquarters? 

(b)  Finances 

(1)  How  much  is  expended  for  state  workers  by  your 
General  Board? 

(2)  What  proportion  of  Headquarters’  expenses  are 
chargeable  to  Indiana? 

(3)  What  amounts  are  raised  within  the  state? 

(4)  Is  a  fixed  sum  assigned  to  each  church  or  school? 

[552] 


DENOMINATIONAL  PROMOTION 


Organization 

(1)  What  organization  of  workers  have  you  for  your 
states  ? 

(2)  How  are  your  workers  related  to  interdenominational 
organizations  ? 

(3)  Have  you  any  regular  meetings  of  denominational 
workers  for  official  action? 

Program  of  Work 

(1)  Is  there  a  program  of  state  effort? 

(a)  Who  arranges  this  program? 

(b)  How  permanent  is  it? 

(c)  What  are  its  chief  items? 

(2)  Do  local  churches  have  programs? 

(3)  How  generally  adopted  and  promoted? 

(4)  Is  there  any  cooperation  with  international  Sunday 
school  work  or  other  denominations? 

Results 

( 1 )  What  are  the  outstanding  results  of  your  Sunday  school 
work  during  this  period? 

(a)  Buildings? 

( b  )  T eacher- training  ? 

(c)  Missionary  education? 

(d)  Week-day  religious  instruction? 

(e)  Daily  Vacation  Bible  Schools? 

Future  Plans 

(1)  Have  you  any  plans  for  enlargement  of  your  work  in 
Indiana  ? 

(2)  Name  of  chief  items  in  the  plans. 

Summer  Assemblies 

(1)  Have  you  state  summer  schools  for  all  your  people 
such  as  summer  assemblies  ? 

(2)  Or  Chautauquas? 

Young  People’s  Societies 
(1)  Form  of  program. 

Other  Agencies 

( 1 )  Do  you  have  other  agencies  at  work  in  your  church  for 
religious  education? 

(2)  In  what  forms? 


[553] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Information  was  received  from  the  following  denomina¬ 
tions  : 

Church  of  the  Brethren ;  Presbyterians ;  Disciples  of  Christ ; 
Baptist  (Northern  Convention)  ;  Methodist  Episcopal;  Protestant 
Episcopal;  Methodist  Protestant;  Friends;  Reformed  Church, 
U.  S.  A.;  Church  of  Christ;  Evangelical  Association;  Evangelical 
Synod;  Free  Methodists;  United  Brethren  (Old  Constitution); 
Evangelical  Lutheran ;  United  Brethren ;  United  Presbyterian. 

This  chapter  will  summarize  the  data  furnished  by  the 
foregoing  denominations. 

II.  General  Organization 

A  survey  of  the  various  denominations  which  have  at¬ 
tempted  any  systematic  effort  to  encourage  Sunday  school  work 
among  their  own  churches  in  Indiana  shows  seventeen  with 
some  form  of  Sunday  school  organization.  Some  of  these 
have  not  passed  beyond  the  committee  stage.  In  the  case  of 
others  the  titles  which  they  give  their  general  administration 
officers  indicate  the  character  of  the  organization.  Four  report 
national  Sunday  school  secretaries  charged  with  field  adminis¬ 
tration  duties;  one,  a  National  Superintendent;  one,  a  Young 
Peoples  Secretary;  one,  a  Regional  Director;  two,  Field  Sec¬ 
retaries  ;  one,  a  Chairman  of  a  Sunday  School  Board,  and  one, 
a  Home  Mission  Secretary. 

III.  Service 

The  degree  in  which  these  denominational  organizations 
have  developed  their  service  to  the  churches  is  shown  by  the 
following  summary ;  four  do  nothing  more  than  supply  litera¬ 
ture  ;  two  provide  convention  speakers ;  one  issues  literature  and 
arranges  conferences;  one  holds  conventions  and  conferences; 
four  publish  promotion  literature  and  organize  conferences, 
and  one  limits  itself  to  correspondence. 

[554] 


DENOMINATIONAL  PROMOTION 


IV.  Finances 

The  financial  report  is  not  very  satisfactory  because  of  its 
vagueness.  Eight  denominational  Boards  spent  nothing  on 
Sunday  school  work  in  Indiana  during  the  period  under  sur-' 
vey.  Seven  expended  an  aggregate  of  $19,300  a  year.  De¬ 
tailed  figures  were  not  obtainable  from  several  of  the  stronger 
denominations.  In  addition  to  indicating  the  amounts  spent 
directly  in  Indiana  for  Sunday  school  work,  it  was  hoped  the 
denominational  boards  could  estimate  the  proportion  of  their 
support  which  came  from  Indiana,  and  the  proportion  of  their 
expenses  which  should  be  charged  to  that  state.  The  returns  on 
this  point  are  so  indefinite  as  to  suggest  that  the  general  board 
is  so  far  removed  from  the  local  situation  as  never  to  have  been 
considered  in  a  direct  relationship.  Similarly  it  was  impossible 
to  obtain  the  amounts  raised  within  the  state  for  denomina¬ 
tional  Sunday  school  work. 

V.  State  Organization 

The  inquiry  as  to  a  state  denominational  organization  of 
Sunday  school  workers  or  leaders  revealed  the  following  facts ; 
six  denominations  have  no  form  of  organization ;  one  has  a 
Young  People’s  Union;  one,  a  Plome  Mission  organization; 
one,  a  Conference  Secretary;  and  four  report  religious  edu¬ 
cation  departments  of  their  state  boards.  Nine  have  regular 
meetings  of  their  state  Sunday  school  workers  in  some  form; 
and  eight  report  no  gatherings  of  any  sort.  Twelve  report  a 
recognized  form  of  cooperation  with  the  Indiana  Sunday 
School  Association;  and  five  say  they  have  no  official  co¬ 
operation. 

VI.  Programs 

In  the  matter  of  providing  a  program  of  work  and  advance 
for  their  churches  in  the  state,  the  largest  variety  obtains. 
Ten  denominations  have  such  a  state  program;  five  have  no 
program  and  two  use  the  interdenominational  program.  As  to 

[555] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


the  authority  which  plans  the  program,  nine  say  the  planning 
is  done  by  their  state  organization;  seven,  by  their  national 
board ;  two,  by  a  national  secretary ;  one,  by  the  young  people’s 
officers ;  and  one  by  the  missionary  leadership.  This  program 
is  annually  determined  by  nine  denominations ;  a  three-year 
effort  being  arranged  for  by  one  denomination,  and  a  perma¬ 
nent  program  by  two  denominations.  The  leading  items  of 
these  programs  include  graded  organization,  institutes,  teacher¬ 
training,  evangelism,  stewardship,  daily  vacation  Bible  schools, 
class-organization,  and  week-day  instruction. 

VII.  Results 

The  estimates  of  results  obtained  since  the  inauguration 
of  denominational  boards  of  religious  education,  do  not  dis¬ 
tinguish  as  to  sources  of  help.  It  is  evident  that  many  of  the 
gains  are  due  to  the  general  Sunday  school  movement.  Six 
emphasize  improved  Sunday  school  buildings ;  eleven  note 
gains  in  teacher-training;  eight  mention  increased  missionary 
training ;  four  have  extended  week-day  schools  ;  nine  have  daily 
vacation  Bible  school  movements  and  two  have  made  progress 
in  developing  the  church  school. 

VIII.  T  raining 

It  is  encouraging  to  mark  the  growth  of  leadership  in 
making  plans  for  the  future.  Eleven  have  such  plans  for  their 
churches.  A  common  method  of  training  Sunday  school  work¬ 
ers  employed  by  the  churches  is  the  Summer  Assembly.  Eight 
have  regular  assemblies  for  their  constituency  in  part  or  all  of 
the  state.  One  limits  its  training  to  church  school  teachers  and 
officers.  One  denomination  conducts  a  four-day  training  school 
in  the  denominational  college,  superseding  the  regular  curricu¬ 
lum  for  the  period. 

IX.  Division  of  Effort 

In  most  of  the  denominations  the  leadership  in  religious 
education  is  divided.  Several  boards  within  the  denomination 

[556] 


DENOMINATIONAL  PROMOTION 


issue  separate  and  sometimes  competing  programs  and  promote 
unrelated  and  rival  organizations  within  the  local  church, 
Eight  say  their  young  people’s  society  is  separately  organized 
and  influential.  Seven  say  the  missionary  societies  are  pro¬ 
moting  their  own  forms  of  local  organization  and  program. 
Two  say  their  denominational  college  or  academy  is  strongly 
influencing  the  local  church  by  its  training  courses. 

X .  Conclusions 

Every  separate  Protestant  movement  eventually  includes 
some  form  of  child-training.  Any  religious  survey  of  Ameri¬ 
can  territory  reveals  the  prolific  subdivisions  of  Protestantism 
and  their  wide  variations  as  to  form  of  organization  and  creed. 
But  not  all  surveys  make  clear,  as  does  this  one,  the  inevitable 
modern  tendency  toward  Sunday  school  work  no  matter  how 
exclusively  interested  in  adults  the  movement  may  have  been  in 
its  beginnings.  A  striking  example  of  this  tendency  is  seen 
in  the  growth  of  the  Salvation  Army.  The  Indiana  Survey 
shows  that  this  organization  now  includes  regular  Sunday 
school  work  in  its  program. 

Denominational  organization  for  Sunday  school  help  shows 
wide  divergence.  A  Sunday  school  movement,  which  proceeds 
far  enough  to  be  recognized,  is  influenced  by  the  peculiar  de¬ 
nominational  church  polity  and  by  an  awakening  to  the  need  of 
religious  education.  In  many  denominations  the  leaders  appre¬ 
ciate  the  need  of  evangelistic  and  missionary  and  financial 
organization ;  but  have  not  seen  the  relation  of  the  child  to  the 
future  church.  For  the  most  part,  the  financial  support  of  the 
Sunday  school  work  is  pitifully  meager. 

The  provision  for  determining  programs  of  religious  edu¬ 
cation  to  be  urged  upon  the  churches  is  most  unsatisfactory. 
No  other  field  of  church  effort  is  so  unorganized  and  hap¬ 
hazard.  The  variety  of  agencies  which  have  pushed  into  this 
field  show  the  lack  of  consideration  of  this  problem  by  the 
church.  Advance  is  hindered  and  energy  is  wasted  by  the  fail¬ 
ure  to  establish  a  competent  and  recognized  leadership. 

The  lack  of  coordination  within  the  denomination ,  and  of 

[557] 


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[561] 


DENOMINATIONAL  PROMOTION 

the  denomination  with  the  general  movement  for  religious  edu¬ 
cation ,  is  the  most  outstanding  weakness  revealed  by  the  survey 
of  denominational  agencies .  Not  a  denomination  was  found 
which  had,  to  its  own  satisfaction,  unified  its  various  boards 
into  a  single  religious  educational  leadership.  And  the  survey 
failed  to  reveal  a  denomination  which  had  satisfactorily  re¬ 
lated  itself  to  the  general  Sunday  school  movement.  As  a 
result  of  this  failure  of  coordination,  there  is  overwhelming 
evidence  of  friction,  wastefulness  and  inefficiency. 

For  General  Summary  and  Recommendations  see  Chapter  II 

of  This  Volume . 


[562] 


INDEX 


Absences,  321 ;  number  of,  al¬ 
lowed,  before  pupil  is  denied 
membership,  327,  328. 

Accounting,  a  uniform  system  of 
church  and  religious  education, 
270. 

Accounting,  child,  see  “Child 
accounting  in  the  Sunday 
school.” 

Active  members  of  a  Sunday 
school,  330. 

Age,  of  teachers,  a  table,  440. 

Age,  sex  distribution,  in  devo¬ 
tional  societies,*  207,  208. 

Agencies,  for  training  Sunday 

school  teachers,  402;  text-books 
used,  403. 

Air  supply,  source  of,  in  church 
building,  135. 

Albertson,  E.  T.,  479,  481. 

Alexander,  John  L.,  35,  36. 

“American  Legion  Room”  of 
Third  Christian  Church  of  In¬ 
dianapolis,  146. 

American  Magazine,  the,  65. 

Annual  Sunday  School  Conven¬ 
tion,  472. 

Antioch,  church  in,  selected  for 
survey,  46. 

Architecture,  131. 

Artificial  lighting,  136. 

Assembly  rooms,  120,  142;  small, 
140. 

Assessments,  local  school,  532. 

Assignment  of  lessons,  424-425. 

Athearn,  Walter  S.,  35,  37. 

Athletics,  rooms  for,  125. 

Attendance,  62;  average  attend¬ 
ance  of  pupils,  319;  no  one 
factor  to  compel,  323 ;  regular¬ 
ity  of,  and  effect  of  graded 
lessons,  309;  statistics  of,  307. 

Auditorium,  church,  138. 


Average  attendance,  217;  table 
of,  218. 

Awakener,  the,  524. 

Awards,  525. 

Ayres,  Dr.  Leonard  P.,  81. 

Bagley,  W.  C.,  36,  37,  458. 

Bailey,  Albert  E.,  36. 

Baldwin,  Mrs.  Maud  Junkin, 
480. 

Baptist  Church,  periodicals  of, 
289;  plan  of  organization  of, 
202,  203. 

Barnes,  Mrs.  J.  W.,  36,  512. 

Bee  Camp,  church  selected  in,  for 
survey,  46. 

Benevolences,  indirect  tax  for, 

255- 

Bethany,  church  in,  selected  for 
survey,  46. 

Bethel  (Jefferson  and  Clinton 
Counties),  churches  in,  select¬ 
ed  for  survey,  46. 

“Better  church  schools”  program, 
adoption  of  campaign  plans, 
86;  buildings,  82;  campaign 
committee,  81;  extension,  82; 
finance,  86;  organization,  82; 
promotion  of,  87;  seven  focal 
points  in  program,  82;  stand¬ 
ards,  85 ;  supervision,  83 ; 
teachers,  83. 

Bible  study,  for  credit,  75. 

Biblical  history  and  literature  ac¬ 
cepted  as  entrance  credits  in 
certain  colleges,  548. 

Blake,  Dr.  Edgar,  35. 

Bloomington  Christian  Church, 
149.  < 

Blue  birds,  200. 

Board-room,  church,  140. 

Books,  record,  money  expended 
for,  247. 


[563] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Books,  for  professional  reading 
of  Sunday  school,  teachers, 

398. 

Botlenfield,  Mr.  W.  R.,  527. 

Bovard,  W.  S.,  37. 

Bower,  W.  C.,  36. 

Bowling  alleys,  122,  150. 

Boy  Scouts  of  America,  59,  202; 
age  of  and  grade  in  school,  a 
table  of,  223,  225;  ages  of,  a 
table  of,  223,  224;  church  pref¬ 
erences  of  scout  masters,  235; 
education  of  scout  masters, 
233  5  groups  from  which  scout 
masters  are  recruited,  234;  life 
of  membership  in,  one  year  and 
seven  months,  229 ;  marital  state 
of  scout  masters,  235 ;  meeting 
places  of,  a  table,  231,  232; 
membership,  persistence  of, 
table  of,  228,  230;  occupation 
of  scout  masters,  234;  ranking 
of,  and  ages,  tables  of,  227; 
relationships  of,  231;  religious 
denomination  of,  a  table  of, 
223;  scope  of  inquiry  about, 
222;  scout-master,  232;  sum¬ 
mary,  236. 

Boys’  club  rooms,  148. 

Braselman,  Dr.  F.  M.,  35. 

Brooksburg,  churches  in,  selected 
for  survey,  47. 

Brown,  Dr.  Arlo  A.,  35. 

Brown,  Dr.  Frank  L.,  35. 

Budgets,  annual,  approved  by  In¬ 
diana  Sunday  School  Conven¬ 
tion,  530;  comparison  of  total 
church,  and  church  school 
budget,  267;  county,  531; 
sources  of  funds  for,  532; 
general  expense,  for  church 
schools,  239 ;  overhead  ex¬ 
penses,  532;  relation  of  budget 
for  religious  education  to  total 
church,  266;  state,  529;  Sun¬ 
day  school,  75. 

Building  of  churches,  see  “Build¬ 
ings,  church.” 

Building  program,  Indiana  be¬ 
hind  in,  127. 

[564] 


Buildings,  church  school,  93 ;  a 
sampling  of  churches,  101 ;  air 
supply,  source  of,  135;  archi¬ 
tecture,  131;  artificial  lighting 
system,  136;  assembly  rooms, 
120;  auditorium,  138;  bowling 
alley,  150;  boys’  club  rooms, 
148;  budget  for,  269;  chapels, 
140;  choir  galleries,  139; 
church  school  superintendent’s 
office,  144;  classrooms,  117,  120, 
143;  clocks,  137;  community 
service  rooms,  121-123,  145; 
corridors  of,  133;  decorative 
attractiveness,  133;  fire  protec¬ 
tion,  1 16,  136;  heating,  115, 
135;  internal  structure,  114; 
kitchen,  the,  146;  library  and 
reading  room,  146;  lighting, 
136;  nurses’  room,  148;  other 
service  systems,  137;  parlor  and 
boardroom,  140;  pastor’s  study, 
141 ;  provision  for  the  deaf  in, 
138;  rooms,  1 17,  138;  school 
assembly  rooms,  142;  service 
systems,  115,  134;  signal  sys¬ 
tems,  137;  site  of,  130;  size  of, 
hi;  small  assembly  room,  140; 
social  workers’  office,  149; 
stairways  of,  131 ;  standard  and 
score-card,  95 ;  suggestions  for 
future,  129;  summary  of  situa¬ 
tion  of,  126,  1 5 1 ;  swimming 
pool,  150;  table  of  some  church 
buildings  arranged  by  rank  of 
excellence,  104,  105;  table 

showing  various,  with  scores 
for  excellence,  107,  108,  112, 
1 13,  1 18,  1 19;  telephones,  137; 
the  office,  141 ;  the  vault,  141 ; 
toilet  systems,  137;  ventilation, 
JI5>  J35 ;  water  supply  system, 
137;  windows,  139. 

Burnie,  George  N.,  479. 

Burton,  E.  D.,  37. 

Cabinet,  of  church-school,  156. 

Cambria,  churches  in,  selected 
for  survey,  47. 

Camp  Fire  Girls,  202. 


INDEX 


Canaan,  churches  in,  selected  for 
survey,  47. 

Cargo,  480. 

Carman,  John,  479. 

Carmel  (Jefferson  and  Clinton 
Counties),  churches  in,  selected 
for  survey,  47. 

Catholic  Church,  and  the  chil¬ 
dren,  379. 

Census,  United  States,  for  reli¬ 
gious  bodies  for  1916,  538. 

Certificates,  525. 

Chalmers,  Dr.  William  E.,  35,  36. 

Chapel,  140. 

Chapel  of  the  Intercession  of 
Trinity  Church,  New  York,  no, 
132,  140. 

Charters,  W.  W.,  36,  37. 

Child  accounting,  in  the  S.  S., 
age  of  dropping  out  of  Sunday 
school,  292 ;  age  and  sex  of 
Sunday  school  pupils  in  rural 
and  urban  communities,  289 ; 
attendance,  307;  church  rela¬ 
tionship  of  pupils,  296;  distri¬ 
bution  of  enrollment,  325 ; 
organized  classes,  304;  tables 
of  ages  and  membership  of, 
305,  306;  pupils  reporting  them¬ 
selves  as  “no  church”  members, 
tables,  300,  301,  302,  303;  reli¬ 
ability  of  data,  276;  what  is 
included  in,  277;  sex,  age  and 
church  membership  of  pupils, 
urban  and  rural,  tables,  297, 
298,  299 ;  sex  and  age  dis¬ 
tribution,  282,  289-293 ;  age 

distribution,  and  tables  for, 

284,  285,  286-293 ;  sex  distribu¬ 
tion,  and  tables  for,  282,  283, 
289-293 ;  source  of  data,  275 ; 
source  of  pupils,  278;  native  or 
foreign,  278;  rural  or  urban, 
279;  table  of  age  distribution, 

285,  286,  287,  288,  289,  290,  291, 
292,  293 ;  table  of  pupils  who 
report  ages  uncorrectly,  288 ; 
tables  of  sex  distribution,  282, 
283,  289,  290,  291,  292,  293. 

Children,  four-fold  development 


of,  196;  recognition  of,  at  regu¬ 
lar  church  services,  166. 

Children’s  Division  of  Indiana 
Sunday  School  Association, 
480;  county  superintendents  of, 
491;  money  expended  to  carry 
on  work  of  township,  532 ; 
township  and  district  superin¬ 
tendents  of,  500-505. 

Child-training,  every  separate 
Protestant  movement  eventu¬ 
ally  includes  some  form  of,  557. 

Choir  galleries,  139. 

Christian  Educator,  the,  65. 

Church  Committee,  on  religious 
education,  155;  officials  of 
young  people’s  societies,  159; 
superintendent-secretary-treas¬ 
urer,  156;  supervisors,  158; 
teachers,  158. 

Church  members,  distribution  of, 
by  denomination,  42. 

Church  School,  the,  65. 

Church  school,  buildings,  93 ; 
cabinet  of,  156;  cost  of  in¬ 
struction  and  supervision,  239; 
faithfulness  of  teachers  to, 
380;  finance,  see  “Finance, 
of  church  school”;  sources  of 
income  of,  263;  summary,  168; 
system  of  uniform  account¬ 
ing  for,  270. 

Church  services,  recognition  of 
children  at  regular,  166. 

Churches,  a  plan  of,  or  chart 
of  organization  of,  197;  a 
sampling  of,  101 ;  age  at  which 
pupils  begin  to  drop  out  of, 
292 ;  age  at  which  teachers 
join,  371 ;  ages  of  persons 
joining,  372-378;  better,  in 
Indiana,  104;  better,  outside  of 
Indiana,  106;  distribution  of, 
by  denominational  groups,  42, 
43,  45 ;  distribution  of,  by  types 
of  communities,  45;  forms  of 
cooperation  with  other,  167; 
in  Indiana,  54;  lack  of  full 
denominational  program,  221 ; 
new  conception  of  community, 

[565] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


93 ;  organization  of  religious 
education  in  local,  56;  program 
in  relation  to  plant,  94;  rooms, 
1 17;  site  of,  130;  summary  of 
building  situation,  126;  table 
of  churches  with  high  scores, 
107,  108,  1 12,  1 13,  1 18,  1 19; 
table  of  selected,  arranged  in 
order  of  rank  for  total  scores 
allotted,  104,  105;  teachers  and 
activities  of  the,  380. 

Clapp,  F.  L.,  458. 

Classes,  distribution  of  organized 
and  unorganized,  by  depart¬ 
mental  groups,  189;  number  of 
organized  and  unorganized,  per 
department  and  sex,  table,  194; 
organized,  192,  304;  pastors 
visiting,  454 ;  sex-segregation 
in  Sunday  school,  190, 
193. 

Classification  chart,  a  teacher, 
428. 

Classification  plan,  applied  to 
Sunday  school  teachers,  435 ; 
chart  and  explanation  of,  430; 
for  teachers,  a  chart  of,  429; 
description  of,  428;  general 
education,  430 ;  professional 
training,  430;  teaching  experi¬ 
ence,  431. 

Classroom  methods,  453. 

Classroom  supervision,  methods 
of,  453- 

Classrooms,  117,  120,  143;  equip¬ 
ment  for,  143. 

Clocks,  137. 

Coe,  Professor  George  Albert, 
37,  373- 

Colfax,  churches  in,  selected  for 
survey,  47. 

Collections,  convention,  533 ; 
money  received  from,  265. 

Colleges,  accepting  biblical  his¬ 
tory  and  literature  as  entrance 
credits,  548 ;  Indiana  church, 
available  professional  courses 

in,  397,  399-400. 

Colloton,  Cecile,  36. 

Committee  on  Education  of  the 

[566] 


International  Sunday  School 
Association,  521. 

Community  service,  types  of,  168. 

Community  service  rooms,  121, 
145 ;  for  athletics,  125 ;  for  gen¬ 
eral  use,  122;  for  recreation, 
125;  for  social  service,  123. 

Community  training  schools  in 
Indiana  counties,  number  of, 
527- 

Congregational  Church  of  Lake- 
wood,  147. 

Congregational  church,  periodi¬ 
cals  of,  390. 

Connecticut  State  Teachers’  As¬ 
sociation,  237. 

Consulting  Committees  for  the 
Survey,  36. 

Contributions,  from  regular 
classes  and  individuals,  a 
table  of,  263,  264. 

Control,  democracy  of,  540. 

Conventions,  404,  508 ;  county 
Sunday  school,  513;  township, 
73 ;  township  Sunday  school, 
514;  type  or  “combination  of 
types”  of,  in  Indiana  counties, 
513- 

Cooperation,  interdenominational, 
540;  with  non-church  organiza¬ 
tions,  168;  with  other  churches, 
forms  of,  167. 

Correspondence  study,  453. 

Corridors,  133. 

Cost,  of  religious  education, 
268. 

Councils,  county,  515;  a  report 
of  a  meeting  of,  515,  517; 
school,  159. 

County  councils,  74,  515. 

County  Sunday  School  Associa¬ 
tions,  number  of  meetings  held 
by  executive  committee  of,  474 ; 
number  of  members  on  execu¬ 
tive  committees  of,  473;  or¬ 
ganization  of,  472. 

County  Sunday  school  conven¬ 
tions,  513. 

Cradle  Roll,  200. 

Craig,  Percy  L.,  37. 


INDEX 


Crawfordsville,  churches  in,  se¬ 
lected  for  survey,  47. 

Cub  scouts,  200. 

Cumulative  card  for  Sunday 
school  pupils,  337,  338. 

Cumulative  card  index  system, 

336. 

Data,  evaluation  of  pupil,  346; 
pupil,  forms  for  judgment  on, 
348-349 ;  pupil,  how  recorded, 
344;  pupil,  what  are  recorded, 
341;  pupil,  table  of,  342-343; 
statistical,  use  by  schools  of, 
340. 

Deaf,  provision  for  the,  in 
churches,  138. 

Decorative  attractiveness,  133. 

Definitions,  used  in  application  of 
teachers’  standards,  431. 

Denominational  organi  z  a  t  i  o  n, 
shows  wide  divergence,  557. 

Denominational  program,  lack  of 
full,  in  churches,  221. 

Denominational  promotion  and 
supervision  of  religious  educa¬ 
tion,  76,  552;  conclusions,  557; 
division  of  effort,  556;  finances, 
555;  general  organization  554; 
results,  556;  service,  554; 
sources  of  information,  552; 
state  organization,  555;  train¬ 
ing,  556. 

Denominational  Sunday  school 
agencies,  76. 

Departmental  organization,  186. 

Departmental  social  and  business 
meetings  for  teachers,  table  of, 
188. 

Departmental  Superintendents. 
(See  “Superintendents,  de¬ 
partmental.”) 

Deputy,  churches  in,  selected  for 
Survey,  47. 

Devotional  organization,  in  the 
Sunday  schools,  196. 

Devotional  programs,  groups  un¬ 
der,  206. 

Disciples  of  Christ,  periodicals 
of,  390. 


Dismissal,  of  teachers,  448. 

District,.  officers,  497. 

District  Sunday  School  Associa¬ 
tions,  475. 

Divisional  institutes,  74,  517. 

Dupont,  churches  in,  selected  for 
survey,  47. 

Durability  of  text-books,  253. 

Eagle  scouts,  226. 

Economic  background  of  teach¬ 
ers,  362. 

Education,  of  teachers,  general, 
384;  table  of,  436,  437. 

Educational  Administration,  250. 

Educational  and  general  boards, 
money  contributed  to,  258,  259. 

Educational  promotion  in  schools, 
organs  of,  508;  program  for, 
525. 

Efficiency  institutes,  74,  515. 

Effort,  summary  of  denomina¬ 
tional  division  of,  556. 

Eiselen,  F.  C.,  36. 

Elementary  Public  Schools,  200. 

Eliot,  President  Charles  W.,  237, 
238. 

Employed  Officers  Association, 
521. 

Encyclopedia  of  Sunday  Schools 
and  Religious  Education,  287, 
288. 

Engelhardt,  N.  L.,  36,  37. 

Enrollment,  62,  217;  distribution 
of,  325;  number  of  pupils  un¬ 
der  twenty-five  years  of  age, 

325,  326;  range  of,  as  to  age, 

326. 

Entrance  credits  in  biblical  his¬ 
tory  and  literature  accepted  by 
colleges,  548. 

Epworth  League,  Junior,  200. 

Errors,  traditional,  in  church 
building,  129. 

Evenden,  E.  S.,  36,  37. 

Executive  Committees  of  the 
Sunday  School  Associations ; 
duties  of,  474;  number  of  meet¬ 
ings  held  by,  475;  standing 
committees,  475. 


[567] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Executive  systems,  541. 

Expenditures  and  receipts  of 
Sunday  school  treasurers  for 
one  year,  240,  241,  243;  for 
support  of  various  religious 
work,  257,  260-262. 

Experience  of  teachers,  a  table 
Of,  436,  437- 

Fathers,  of  teachers,  education 
of,  363 ;  income,  362 ;  nativity 
of,  362;  occupation,  362. 

Fergusson,  Dr.  E.  Morris,  35,  36. 

Fickle,  church  in,  selected  for 
survey,  47. 

Finance,  542 ;  budget  for  build¬ 
ings  and  maintenance,  269;  for 
“better  church  schools,”  86;  in 
Sunday  schools,  60 ;  other  prob¬ 
lems,  270;  summary  of  denomi¬ 
national,  555. 

Finance,  of  the  church  school ; 
accounting,  uniform  system  of, 
270;  and  religious  education, 
238 ;  amount  of  local  school 
workers  salaries,  246;  amount 
of  money  received  during  last 
fiscal  year,  265 ;  conclusions, 
271 ;  contributions  from  classes 
and  individuals,  264;  cost  of  in¬ 
struction  and  supervision,  269; 
cost  of  text  books  and  teaching 
supplies,  269 ;  education,  cost 
of,  237;  educational  and  gen¬ 
eral  boards,  money  contrib¬ 
uted  to,  258,  259;  expenditures 
for  support  of  other  reli¬ 
gious  work,  258-262 ;  expendi¬ 
tures  for  the  support  of  local 
schools,  243 ;  a  table,  245 ;  gen¬ 
eral  expense  budget,  239;  in¬ 
direct  tax  for  denominational 
benevolences,  255 ;  interdenomi¬ 
national  organizations,  money 
contributed  to,  259 ;  missionary 
boards,  money  contributed  to, 
258,  259;  money  expended  for 

•  books,  cards,  etc.,  247;  money 
expended  for  supervisors,  247, 
248 ;  money  expended  for 

[5681 


teachers,  248;  money  expended 
for  textbooks,  lesson  helps  and 
supplies  used  in  teaching,  247, 
248;  per  cent  of  total  expenses 
for  various  items  of  the  budget, 
a  table  of,  243 ;  receipts  and  ex¬ 
penditures  for  one  year,  tables, 
240,  241,  243;  relation  of  bud¬ 
get  for  education  to  total 
church  budget,  266;  sources  of, 
263 ;  some  unsolved  problems 
in,  270 ;  special  collections, 
money  received  from,  256; 
total  amount  expended  over  a 
period  of  one  year  giving  pur¬ 
poses  for  which  expended,  a 
table,  242;  what  education 
should  cost,  269. 

Fire  protection,  116,  136. 

First  Baptist  Church  of  Malden, 
Massachusetts,  142,  146. 

First  class  scouts,  226. 

Fisher,  Galen  M.,  37. 

Foreign  born  pupils  in  the  Sun¬ 
day  school,  278. 

Forest,  churches  in,  selected  for 
survey,  47. 

Fourth  Presbyterian  Church  of 
Chicago,  no,  132,  143,  144,  147, 
149. 

“Four-Fold”  plan,  development  of 
children  and  youth,  196;  di¬ 
vision  of  labor,  200;  organiza¬ 
tion  scheme  for  Sunday  schools, 
183. 

Frankfort,  churches  in,  selected 
for  survey,  47. 

Frankfort  Methodist  Episcopal 
Church,  149. 

Freeman,  Frank  N.,  36. 

Funds,  sources  of,  for  county 
school  budgets,  532. 

Gary,  churches  in,  selected  for 
survey,  47. 

Geetingsville,  church  in,  selected 
for  survey,  48. 

Giles,  J.  T.,  36,  37. 

“Go-to-Church  Day,”  526 

“Go-to-Sunday-School  Day,”  526. 


INDEX 


Governing  boards,  56. 

Governing  boards  and  officials, 
appointments,  155. 

Graded  lessons,  in  Sunday 
schools,  309;  do  not  influence 
attendance,  320;  tables  of,  178- 
182. 

Graves,  Frank  P.,  37. 

Greenwood,  church  in,  selected 
for  survey,  48. 

Growth,  through  participation, 
540. 

Gymnasiums,  122,  149. 

Halpenny,  E.  W.,  479. 

Hamell,  Dr.  H.  M.,  509. 

Hand-ball  courts,  122. 

Hanover,  churches  in,  selected 
for  survey,  48. 

Hanson,  W.  L.,  35,  36,  37. 

Heating,  115,  135. 

Hicks,  church  in,  selected  for 
survey,  48. 

Hicks,  Harry  Wade,  35. 

High  schools,  Bible  study  for 
credit  in,  543 ;  analysis  and 
evaluation,  550;  essential  fea¬ 
tures  of,  543 ;  examination,  the, 
545 ;  high  schools  cooperating 
in  plan,  546;  record  of  students 
writing  examinations,  548. 

Hillisburg,  churches  in,  selected 
for  survey,  48. 

Historical  background  of  the  Sur¬ 
vey,  35- 

Hopkins,  Rev.  Robert  M.,  35. 

Hunt,  Charles  W.,  36. 

Huntington,  churches  in,  selected 
for  survey,  48. 

Income;  of  teachers,  360;  sources 
of,  of  local  church  schools,  263 ; 
sources  of,  for  Sunday  schools, 
241. 

Indiana ;  a  representative  state, 
41 ;  a  system  of  Christian  edu¬ 
cation,  542 ;  an  evaluation  of 
supervisory  system  of  Interna¬ 
tional  Sunday  School  Associa¬ 
tion  of,  505;  and  the  nation,  87; 


behind  in  building  program, 
127;  better  churches  in,  104; 
better  churches  other  than  in, 
106;  church  buildings  of,  93; 
general  summary  of  data  on, 
50;  map  of,  showing  sections 
surveyed,  44 ;  number  of  pupils, 
teachers  and  officers  enrolled  in, 
from  1878  to  1920,  537;  se¬ 
lected  as  the  representative 
American  commonwealth,  87 ; 
“selective  sampling”  in,  42; 
study  of  Sunday  school  statis¬ 
tics,  533 ;  Sunday  schools  sur¬ 
veyed  in,  46 ;  use  of  school 
standards  in,  an  example,  523 ; 
use  of  survey  data  in,  80; 
United  States  census  of  reli¬ 
gious  bodies  for  1916,  538. 

Indiana  State  Sunday  School 
Convention,  508 ;  number  of 
times  certain  designated  topics 
occur  on  program  of,  a  table, 
5io-5ii- 

Indiana  Sunday  School  Associa¬ 
tion,  71,  471,  473,  533,  539;  ac¬ 
tual  expenditures  of,  for  1919 
and  1920,  531 ;  administration 
division  superintendent,  480; 
administrative  officers,  479; 
adoption  of  the  merger,  87; 
agencies  of  supervision,  518; 
adult  division  superintendent, 
480;  “Better  Church  Schools” 
campaign,  87;  Bible  study  for 
credit  in  high  schools,  543 ;  an¬ 
alysis  and  evaluation,  550;  es¬ 
sential  features  of,  543 ;  ex¬ 
amination,  the,  545 ;  high 
schools  cooperating  in  plan, 
546 ;  record  of  students  writing 
examinations,  548;  budgets  ap¬ 
proved  by,  530 ;  budgets, 
county  531;  state  529;  chil¬ 
dren’s  division  superintendent, 
480;  conclusions  and  recommen¬ 
dations,  79;  county  association, 
472;  county  officers,  482;  days 
of  service  given,  483 ;  length  of 
service  in  months  of,  484; 

[569] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


present  age  of,  485 ;  educational 
promotion,  organs  of,  508 ; 
elements  of  strength,  540;  ele¬ 
ments  of  strength  of ;  de¬ 
mocracy  of  control,  77; 
executive  and  supervisory  sys¬ 
tems,  78 ;  growth  through 
participation,  78;  interdenomi¬ 
national  cooperation,  78;  ele¬ 
ments  of  weakness,  541 ; 
dependence  on  voluntary  lead¬ 
ership,  78;  inadequate  man¬ 
power,  79;  executive  organiza¬ 
tion  of  the,  478;  general  dis¬ 
cussion  of  organization,  477; 
general  secretary,  479;  staff  of, 
480;  work  of,  480;  officers  of, 
479 ;  official  publication  of,  524 ; 
given  fifth  place  among  state 
and  provincial  associations, 
523;  organization,  471;  prizes 
and  awards  given  by,  for  meet¬ 
ing  standards,  525;  program  of 
fifty-first  annual  Sunday  school 
association,  482;  standards  of, 
518;  state  association,  472; 
state  staff,  visits  of  the,  524; 
state  officers,  479;  statistics,  a 
study  of,  533-539 ;  summary  and 
evaluation  of,  77;  superinten¬ 
dents,  what  they  do  when  visit¬ 
ing  school,  490 ;  supervisory  of¬ 
ficers,  479;  supervisory  system, 
504;  an  evaluation  of  the,  505; 
township  and  county  officers, 
497;  township  and  district  as¬ 
sociations,  475 ;  young  peoples’ 
division  superintendent,  480. 

Indianapolis,  churches  in,  se¬ 
lected  for  survey,  48. 

Institutes,  divisional,  517;  ef¬ 
ficiency,  515. 

Instruction,  cost  of,  269. 

International  Field  Department, 
52i. 

International  Sunday  School  As¬ 
sociation.  See  “Indiana  Sun¬ 
day  School  Association.” 

Interchurch  world  movement,  45. 

Interdenominational  organ  i  z  a  - 

[570] 


tions ;  money  contributed  to, 
259- 

“Internal  structure,”  114. 

Items,  provision  for  selected,  no. 

Jefferson,  churches  in,  selected 
for  survey,  48. 

Jones,  Marjorie  J.,  287. 

Junior  Epworth  League,  200. 

Junior  societies,  leaders  of,  160. 

Kennedy,  Minnie  E.,  35. 

Kent,  churches  in,  selected  for 
survey,  48. 

Kilmore,  churches  in,  selected  for 
survey,  48. 

Kirklin,  churches  in,  selected  for 
survey,  48. 

Kitchen,  146. 

Ladies’  Home  Journal ,  the,  65, 
394- 

Lake  Avenue  Baptist  Church  of 
Rochester,  142,  144,  146,  149. 

Lakewood  Congregational 
Church,  132. 

Lamereaux,  Mrs.  M.  S.,  509. 

Lancaster,  church  in,  selected  for 
survey,  49. 

Leaflet  lessons,  careless  distribu¬ 
tion  of,  255. 

Leaders,  of  junior  societies,  160. 

Leadership,  219. 

Lemon,  Emma,  481. 

Leonia  Methodist  Church,  149. 

Lesson  systems,  gradation  of, 
and  number  of  days  attendance 
of  pupil,  316;  tables  of,  178- 
182,  316;  types  of,  table  of, 
178. 

Lessons,  assignment  of,  425;  de¬ 
monstration  of  model,  453 ; 
effect  of  graded  lessons  on  at¬ 
tendance  of  pupils,  314;  grada¬ 
tion  of  systems,  and  the  sub¬ 
stitute  teachers,  450-451; 
graded  and  ungraded  and  diffi¬ 
culty  of  obtaining  teachers,  a 
table,  447;  number  of  minutes 
spent  in  making  assignment  for, 


INDEX 


425 ;  things  done  by  teacher  in 
assigning,  426;  preparation  of, 
418;  time  of  assignment  of, 
424,  425 ;  time  spent  in  prepara¬ 
tion,  419. 

Levels,  of  supervision,  505. 

Lewis,  Hazel,  481. 

Liberty,  church  in,  selected  for 
survey,  49. 

Libraries,  122,  146. 

Life  scouts,  226. 

Light  Bearers,  200. 

Lighting  system,  artificial,  136. 

Literary  Digest,  the,  65,  394. 

Littlefield,  Dr.  M.  S.,  513. 

Madison,  churches  in,  selected  for 
survey,  49. 

Magazines,  classified  list  of,  read 
regularly  of  teachers,  394-396. 

Magill,  Dr.  R.  E.,  35. 

Maintenance,  budget  for,  269. 

Malden  Survey,  the,  56. 

Malmberg,  Elsie  P.,  35,  37. 

Man  power,  inadequate,  541. 

Manson,  church  in,  selected  for 
survey,  49. 

Manville,  church  in,  selected  for 
survey,  49. 

Marital  state  and  age,  sex  distri¬ 
bution  of  some  devotional  so¬ 
cieties,  table,  209. 

Marital  state,  of  senior  devo¬ 
tional  groups,  210;  of  Sunday 
school  teachers,  359. 

Mayer,  Theodore,  481. 

Median  age,  of  persons  joining 
church,  376 

Meetings,  teachers,  453. 

Meigs,  C.  D.,  479. 

Membership,  active  members, 
330;  in  boy  scouts,  record  of, 
228,  229,  230;  in  societies,  206; 
influences  leading  teachers  to 
church,  379 ;  number  of  Sunday 
absences  allowed  before  deny¬ 
ing,  327,  328;  number  of  Sun¬ 
days  attendance  before  grant¬ 
ing,  327;  question  of  pupils  re¬ 
entering  after  withdrawal,  328; 


regular  attendants,  330;  regu¬ 
lations  regarding,  in  Sunday 
schools,  327;  visitors,  330. 

“Merger,”  adoption  of  the,  87. 

Methodist  Episcopal  Church  of 
Frankfort,  Indiana,  142. 

Methodist  Episcopal  Church, 
chart  of  the,  199;  periodicals 
of,  390. . 

Methods,  in  Sunday  schools,  66. 

Methods,  in  teaching,  412. 

Michigantown,  churches  in,  se¬ 
lected  for  survey,  49. 

Middleford,  church  in,  selected 
for  survey,  49. 

Middlefork,  church  in,  selected 
for  survey,  49. 

Miller,  Rev.  Wayne  G.,  481. 

Missionary  organization  in  the 
Sunday  schools,  196. 

Missionary  organizations,  groups 
under,  58. 

Missionary  training,  who  for,  214. 

Missionary  work,  amount  con¬ 
tributed  to,  258,  259. 

Mitchell,  Mrs.  Mary,  509. 

Model  lessons,  demonstration  of, 
453- 

Monroe,  church  in,  selected  for 
survey,  49. 

Moran,  church  in,  selected  for 
survey,  49. 

Mother’s  Jewels,  200. 

Mount  Pleasant,  churches  in,  se¬ 
lected  for  survey,  49. 

Mulberry,  churches  in,  selected 
for  survey,  49. 

Muncie,  churches  in,  selected  for 
survey,  49. 

Nation,  the,  and  Indiana,  87. 

New  Hampshire  State  Teachers 
Association,  238. 

Non-church  organizations,  59; 
Boy  Scouts,  222 ;  cooperation 
with,  168;  officials  of,  160. 

North  Madison,  churches  in, 
selected  for  survey,  49. 

Nowlan,  I.  S.,  37. 

Nurses’  room,  148. 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Objectives  of  the  Survey,  37; 
realized,  88. 

Occupations,  of  teachers,  360. 

Office,  the  church,  141. 

Officers,  administrative  and  su¬ 
pervisory,  of  Indiana  Sunday 
School  Association,  479;  num¬ 
ber  of,  in  Indiana,  by  denomi¬ 
nations,  558-561 ;  number  of  de¬ 
partmental,  per  school,  table, 
19 1 ;  number  of  teachers,  pupils 
and,  enrolled  in  Indiana  from 
1870  to  1920,  537;  township  and 
district,  497. 

Officials,  methods  of  class  super¬ 
vision,  462 ;  method  of  prepa¬ 
ration  for  a  visit  to  Sunday 
school  classes,  461 ;  motives  for 
accepting  positions  as  superin¬ 
tendents,  464;  of  non-church 
societies,  160;  of  Sunday 
schools,  powers  and  duties,  161 ; 
things  that  they  do  while  visit¬ 
ing  classes,  463. 

Organization,  general  summary 
of  denominational,  554,  555; 
shows  wide  divergence,  557; 
of  religious  education  in  local 
churches,  56;  of  Sunday 
schools,  170. 

Owen,  Dr.  J.  W.,  35. 

Parentage,  recording  pupils, 
344- 

Parents,  of  teachers,  363. 

Parlor,  church,  140. 

Pastor,  assistant,  163. 

Pastors,  and  visits  to  classes  of 
the  Sunday  school,  454. 

Paynesville,  churches  in,  selected 
for  survey,  49. 

Periodicals ;  agricultural,  395 ; 
educational,  394;  fine  arts,  395; 
general,  literary,  etc.,  394;  hy¬ 
giene,  395 ;  miscellaneous,  395  ; 
nature,  395 ;  of  various 
churches,  289-293 ;  professional, 
395;  public  affairs,  current 
events,  etc.,  394;  technical,  me¬ 
chanical,  etc.,  395;  trade,  busi¬ 

[572] 


ness,  395 ;  religious,  read  by 
teachers,  289;  women’s  maga¬ 
zines,  395;  young  peoples,  395. 

Pickard,  church  in,  selected  for 
survey,  49. 

Pilgrim  Congregational  Church 
of  Lakewood,  Ohio,  145. 

Placement,  of  teachers,  447. 

Plans,  for  schools  with  a  definite 
number  of  students,  184-186. 

Pleasant  Hill,  church  in,  selected 
for  survey,  50. 

Pleasant  Ridge,  church  in,  se¬ 
lected  for  survey,  50. 

Population,  in  Indiana;  number 
and  percentage  of  rural  and 
urban,  of  two  counties,  enrolled 
in  Sunday  school,  281 ;  urban 
and  rural  for  1920,  279;  per¬ 
centage  of,  compared  with  Sun¬ 
day  school  enrollment,  280. 

Presbyterian  Brick  Church  Insti¬ 
tute,  Rochester,  New  York,  146. 
Presbyterian  church,  a  plan  of 
or  a  chart  of  organization  of, 
201,  202;  periodicals  of  the, 
391- 

Primary  department  of  the 
church  school,  200. 

Prizes,  525. 

Problems,  some  unsolved,  on 
finance,  268. 

Professional  training  for  teach¬ 
ers,  396. 

Professional  training,  of  teachers, 

68. 

Programs,  summary  of  denomina¬ 
tional,  555. 

Promotion,  basis  of,  217. 

Protestant  Christian  Education, 
supervision  and  promotion  of, 
71- 

Public  recognition  of  teachers, 
452. 

Public  school  pupils  and  attend¬ 
ance,  324. 

Public  school  teachers,  necessary 
qualifications  of,  442. 

Pupils,  age  groups  of,  taught  in 
Sunday  schools  by  teachers  in 


INDEX 


Indiana,  tables,  406-407;  age- 
groups  of,  taught  in  Sunday 
schools  and  time  spent  in  prepa¬ 
ration  of  a  lesson  for,  420,  421 ; 
age-groups  taught,  415-417;  age 
and  sex  of  Sunday  school  pupils 
in  rural  and  urban  communities, 
289;  in  rural  communities,  291, 
293 ;  in  urban  communities,  290, 
292;  age  at  which  they  begin 
to  drop  out  of  church,  292 ;  age 
of  dropping  out  of  Sunday 
school,  292,  293 ;  attendance 

records  in  connection  with 
gradation  of  lessons,  314;  at¬ 
tendance  records  of,  a  table, 
310;  average  attendance  of, 
317;  data  of,  how  recorded, 
345 ;  church  relationship  of, 
296;  comparison  of  attendance 
of,  using  graded  and  ungraded 
lessons,  323 ;  comparison  of 
number  enrolled  with  popula¬ 
tion  of  the  state,  535;  evalu¬ 
ation  of  data  on,  346;  forms 
for  judgment  on,  348-349;  no 
one  factor  to  cause  attendance 
of,  323 ;  number  of  teachers, 
officers  and,  enrolled  in  In¬ 
diana  from  1870  to  1920,  537; 
number  of,  in  Indiana,  by  de¬ 
nominations,  558-561 ;  number 
of,  under  twenty-five  years  of 
age,  325,  326;  regulations  re¬ 
garding  membership  of,  in 
school,  327;  report  their  ages 
incorrectly,  table  of  those  who, 
288 ;  reporting  themselves  as 
“no  church”  members,  tables, 
300,  301,  302,  303;  sex,  age  and 
church  membership  of,  urban 
and  rural,  tables,  297,  298,  299; 
source  of,  278;  who  re-enter 
after  name  has  been  withdrawn, 
328. 

“Quackery,”  427. 

Queen  Esther  Circle,  202. 

Question  schedules,  38;  for 
teachers,  357;  formulated  to 


meet  certain  conditions,  39; 
preparation  of,  39;  problem  of 
securing  accuracy,  40;  team 
discipline  and,  40;  text  books 
used,  40. 

Questioning  of  pupils,  methods 
of,  422. 

Raffety,  W.  E.,  36. 

Reading,  promotion  of  profes¬ 
sional,  527. 

Reading-rooms,  122,  146. 

Receipts  and  expenditures  of 
Sunday  school  treasurers  for 
one  year,  240,  241,  243. 

Recreation,  rooms  for,  125. 

Religious  education,  and  church 
school  finance,  238 ;  church 
committee  on,  see  also  “Church 
Committee  on  Religious  Edu¬ 
cation”  ;  church  and  religious 
plants  for,  54;  credit  for,  in 
high  schools,  543 ;  cost  of,  239 ; 
denominational  promotion  and 
supervision  of,  76;  director  of, 
156;  Indiana  system  of,  542; 
organization  and  administration 
of,  in  local  churches,  56;  re¬ 
ports,  164;  table  on  type,  con¬ 
tents  and  frequency  of,  165 ; 
rooms  for,  141 ;  what  should  it 
cost,  268. 

Religious  school  rooms;  assembly 
rooms,  120;  classrooms,  117, 
120. 

Reading,  professional,  of  teach¬ 
ers,  398. 

Records,  63,  333 ;  a  brief  sum¬ 
mary  of  significant  facts,  353 ; 
cumulative  card  index  system, 
336;  different  forms  used,  a 
table  of,  336;  form  of,  used, 
333 ;  table  of  forms  used,  334, 
335 ;  how  pupil  data  are  re¬ 
corded,  345 ;  keeping  of,  by 
teachers,  31 1 ;  number  of  pupil- 
record  forms  used  in  a  school, 
337;  sheet  for  judging  relative 
worth  of  pupil  data,  348;  table 
of  items  of  pupil  data  accord- 

[573] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


ing  to  their  worth  as,  349 ;  use 
made  of  statistical  data,  340; 
what  pupil  data  are  recorded, 
341;  table  of,  342-343* 

Re-enrollment,  328. 

Reformed  Church,  periodicals  of 
the,  392. 

Registration  fees,  533. 

Regular  attendant,  of  a  Sunday 
school,  330. 

Relationships,  of  Boy  Scouts,  231. 

Religious  denominations,  of  vari¬ 
ous  organizations  of  Boy 
Scouts,  223. 

Report  cards,  money  expended 
for,  247. 

Reports,  63,  333;  a  brief  sum¬ 
mary  of  significant  facts,  353 ; 
annual,  of  county  secretaries  to 
state  secretary,  536;  on  re¬ 
ligious  education,  164;  table  on 
type,  contents,  and  frequency 
of,  165. 

Residence,  recording  pupils,  344. 

Resignation,  of  teachers,  reasons 
for,  449. 

Results,  summary  of  denomina¬ 
tional,  556. 

Robertson,  Rev.  J.  C.,  35. 

Rock  River  Conference,  373. 

Rooms,  church,  138;  boys’  club, 
148;  classrooms,  143;  equip¬ 
ment  for,  143;  church,  117; 
community  service,  121,  122, 
145;  for  general  use,  145;  for 
recreation  and  athletics,  125; 
for  social  service,  123;  nurses’, 
148;  recreation  and  athletic, 
149;  religious  school  assembly, 
120;  religious  education,  141 ; 
religious  school  class,  11 7,  120; 
social  service,  147. 

Rossville,  churches  in,  selected  for 
survey,  50. 

Rugg,  Harold  O.,  36,  37. 

Rural  communities,  sex,  age  and 
church  membership  of  pupils  in, 
table,  299. 

Rural  schools ;  attendance  in,  325 ; 
percentage  of,  a  table,  325 ;  ages 

[574] 


of  pupils  in  organized  classes, 
305,  306. 

Ryker’s  Ridge,  churches  in,  se¬ 
lected  for  survey,  50. 

St.  John,  Prof.  E.  P.,  512. 

Salaries,  amount  expended  for 
local  sunday-school  workers, 
246. 

Salary,  of  teachers,  360. 

“Sampling,”  method  of,  in  In¬ 
diana,  41. 

Saturday  Evening  Post,  the,  65, 
394* 

School  assembly  rooms,  142. 

School  council,  159. 

School  relationship,  56,  155. 

Schools.  See  also  “Sunday 
schools”;  for  training  Sunday 
school  teachers,  401-402;  text 
books  used,  401. 

Scircleville,  church  in,  selected 
for  survey,  50. 

Score  card,  use  of,  96,  97-99;  an¬ 
alysis  of  scores,  103;  on  items 
of  pupil  data  worth  recording, 
349,  350 ;  table  of  church  build¬ 
ings  by  rank  allotted  on  eight 
selected  items,  108;  table  of 
selected  churches,  arranged  by 
order  of  rank  for  total  scores, 
102;  table  of  twelve  selected 
buildings  scoring  above  750  in 
excellence,  107. 

Scotland,  church  in,  selected  for 
survey,  50. 

Scoutmaster,  the,  232 ;  church 
preferences  of,  235;  education 
of,  table  of,  233 ;  groups  from 
which  recruited,  234;  marital 
state  of,  235 ;  occupation  of, 
234* 

Second  class  scouts,  226. 

Secretaries,  annual  reports  of 
county,  to  state  secretary,  536; 
reports  of  state,  county  and 
township,  as  basis  of  statistics, 
533;  summary  of  statistics 
based  on  annual  reports  of, 
534* 


INDEX 


Secretary,  156;  of  class,  and 
record  books,  336. 

Sedalia,  church  in,  selected  for 
survey,  50. 

Senior  High  School,  the,  202. 

Senior  societies,  210. 

Service,  554;  summary  of  de¬ 
nominational,  554. 

Service  systems,  1 1 5,  134;  items 
included  under,  134;  other, 
137;  standards  for,  135. 

Sex,  of  county  children’s  division 
superintendents,  492;  of  teach¬ 
ers,  359. 

Sex-age  distribution;  of  12  inter¬ 
mediate  devotional  societies, 
21 1 ;  of  20  junior  missionary 
societies,  213;  of  21  junior  de¬ 
votional  societies,  212;  of  23 
intermediate  missionary  socie¬ 
ties,  215;  of  35  junior  mission¬ 
ary  societies,  216. 

Sex-segregation  in  Sunday  school 
classes,  190,  193. 

Sharon  Hill,  church  in,  selected 
for  survey,  50. 

Sheldon,  Dr.  Frank,  35. 

Signal  systems,  137. 

Site,  church,  in,  130. 

Size,  of  church  site,  hi. 

Smith,  H.  Augustine,  36. 

Smith,  Lansing  F.,  37. 

Smyrna,  church  in,  selected  for 
survey,  50. 

Soares,  Thomas  G.,  36. 

Social  background  of  teachers, 
362. 

Social  service,  rooms  for,  147. 

Social  workers  office,  149. 

Societies,  basis  of  promotion  in 
devotional,  217;  classification 
of,  206;  distribution  of,  204; 
table  of,  205 ;  distribution  of 
members  of  devotional,  accord¬ 
ing  to  sex  and  age,  208-216; 
leadership  of,  219;  membership 
and  attendance  in  devotional 
and  missionary  societies,  217; 
table  of,  218;  membership  in, 
206;  senior,  210;  study  courses 


offered  in,  219;  summary  of, 
220. 

Special  collections,  money  re¬ 
ceived  from,  265. 

Stairways,  131. 

Standards,  an  example  of  the  use 
of,  523;  in  judging  successful 
teaching,  456;  in  Sunday 
schools,  66;  international  coun¬ 
ty  children’s  division,  520;  in¬ 
ternational  county  organization, 
518;  international  local  church 
school,  519;  international  state 
Sunday  school  association  or¬ 
ganization,  521 ;  international 
township  organization,  519;  in¬ 
ternational  township  or  district 
children’s  division  organization, 
520;  of  church  school  build- 
ings,  95;  points  of,  521;  prizes, 
awards  and  certificates  for, 
525- 

Standard  Bearer,  202. 

Structure,  internal,  114. 

Study,  pastor’s,  141. 

Study  courses,  219. 

Star  scouts,  226. 

State  officers,  of  the  Indiana 
Sunday  school  association, 

479- 

State  staff,  524. 

State  Sunday  School  Association, 
organization  of,  472. 

State  Religious  Education  Read¬ 
ing  Circle,  527. 

State  Sunday  School  Association, 

7 1. 

Statistical  measures,  318. 

Statistics,  a  study  of  Indiana 
school,  533;  annual  reports  of 
county  secretaries  to  state  sec¬ 
retary,  536;  comparison  of 
pupils  and  teachers  enrolled 
with  population  of  the  state, 
535 ;  data,  use  made  by  schools 
of,  340 ;  number  of  teachers,  of¬ 
ficers  and  pupils  enrolled  in 
Indiana  from  1870  to  1920,  537; 
reports  of  state,  county  and 
township  secretaries,  533;  sum- 

[575] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


mary  of  annual  reports  of 
secretaries,  534. 

Stevenson,  John  A.,  36. 

Strayer,  George  D.,  37. 

Subscriptions,  local,  532. 

Substitute  teachers,  and  gradation 
of  lesson  systems,  450-451 ; 
number  of,  per  school,  table, 
174- 

Sugar  Creek,  churches  in,  selected 
for  survey,  50. 

Sunday  schools,  a  brief  summary 
of  significant  facts,  331 ;  a 
“f  o  u  r  -  p  1  a  n”  organization 
scheme,  183;  a  supervisory  sys¬ 
tem  of,  an  evaluation  of,  504, 
505;  administrative  and  super¬ 
visory  officers,  479;  attendance 
statistics,  307 ;  table  of,  308 ; 
basis  of  promotion,  in  devo¬ 
tional  societies,  217;  budget,  75; 
child  accounting  in,  62;  classes, 
the  organized,  192;  classifica¬ 
tion  of  societies,  206;  conven¬ 
tions,  73,  508;  county  councils, 
74,  515;  a  report  of  a  meeting 
of,  51 5-5 17 ;  departmental  or¬ 
ganization,  186;  devotional  and 
missionary  organizations,  58 ; 
distribution  of  societies,  204 ;  ta¬ 
ble  of,  205 ;  divisional  institutes, 
74,  517;  efficiency  institutes, 
515;  elimination  from,  293;  en¬ 
rollment  and  average  attend¬ 
ance,  217;  table  of,  170,  218; 
enrollment,  distribution  of,  325 ; 
finances,  60;  forms  of  organi¬ 
zation,  175;  tables,  176,  177; 
general  conclusions  and  recom¬ 
mendations,  61 ;  general  of¬ 
ficers,  number  of,  table  of,  175; 
graded  and  ungraded  lessons, 
tables,  178-182;  leadership  of 
societies,  219;  lesson  systems, 
tables,  178-182;  no  one  factor 
to  cause  attendance  at,  323 ; 
non-church  organizations,  59 ; 
number  of,  by  denominations, 
in  Indiana,  558-561 ;  number  of 
departmental  officers  per,  table, 

[576] 


191 ;  number  of,  in  session  an¬ 
nually,  307;  table  of,  308;  num¬ 
ber  of  organized  and  unor¬ 
ganized,  per  department  and 
sex  table,  194;  number  of 
teachers  per,  tables  of,  171-174; 
officials,  powers  and  duties  of, 
161 ;  organization  of,  57,  170; 
departmental,  186;  officers,  71; 
organization  plans  for  schools 
with  a  definite  number  of 
pupils,  184-186;  organized 
classes,  304;  tables  of  ages  and 
membership  of  pupils  in,  305, 
306;  pastors  visiting  the  classes 
in,  454;  records  and  reports, 
333  5  regularity  of  attendance, 
and  effect  of  graded  lessons, 
309;  regulations  as  to  member¬ 
ship  in,  327;  reports,  164;  table 
of  type,  content  and  frequency 
of,  165;  size  of,  170;  social  and 
business  meetings  for  teachers, 
table  of  distribution  of,  188, 
189;  sources  of  income,  241; 
standards  and  methods,  66,  74; 
statistics,  75 ;  status  of  organi¬ 
zations,  175;  tables,  176,  177; 
study  courses  offered  in  socie¬ 
ties,  219;  supervision  of  teach¬ 
ing  in  the,  64;  surveyed  in  In¬ 
diana,  46;  teachers,  64;  teachers 
meetings,  table  of  number  of, 
188;  time  of  sessions,  164; 
township  conventions,  73;  use 
made  of  statistical  data,  340. 

Sunday  School  Worker ,  the, 

65.  . 

Superintendents,  156;  average 
amount  of  time  spent  in  each 
class,  a  table,  461 ;  comparison 
of  supervision  of  general  and 
departmental,  465 ;  depart¬ 
mental,  as  supervisor,  462 ; 
authority  vested  in,  460;  quali¬ 
fications  of,  459;  children’s  di¬ 
vision,  491 ;  county  children’s 
division,  491 ;  education,  train¬ 
ing  and  experience  of,  493 ; 
number  and  length  of  service 


INDEX 


of,  491 ;  sex,  age,  marital  state, 
race,  etc.,  of,  492;  social  and 
educational  backgrounds,  492; 
supervisory  activities,  494; 
county  young  people’s  division, 
485 ;  education,  training  and  ex¬ 
perience,  486;  incomes  of 
fathers  of,  487 ;  number  and 
length  of  service,  485;  occupa¬ 
tions  of  fathers  of,  487;  sex, 
age,  marital  state,  race,  etc., 
etc.,  486 ;  social  and  educational 
background,  486;  supervisory 
activities,  489 ;  what  they  do 
when  visiting  school,  490;  gen¬ 
eral  qualifications  of,  444; 
methods  of  imparting  advice  to 
teachers  after  visit  to  classes, 
463;  method  of  preparation  for 
visit  to  classes,  461 ;  most  time 
spent  in  administration,  465 ; 
motives  for  accepting  position 
as,  446;  of  the  Indiana  Sunday 
School  Association,  480;  office 
of,  in  church  school,  144; 
strong  point  of,  is  how  to  keep 
order,  456;  summary,  466;  su¬ 
pervision  of  teaching,  444 ; 
things  done  by,  while  visiting 
classes,  463 ;  time  spent  in  visit¬ 
ing  schools,  490;  township  and 
district  children’s  division,  500; 
education,  training  and  experi¬ 
ence,  502;  number  and  term  of 
service,  500;  sex,  age,  nativity, 
race,  etc.,  501 ;  social  and  edu¬ 
cational  background,  501 ;  su¬ 
pervisory  activities,  503 ;  town¬ 
ship  young  people’s  division, 
497 ;  education,  training  and  ex¬ 
perience,  499 ;  number  and  term 
of  service,  498;  sex,  age,  race, 
nativity,  etc.,  498;  social  and 
educational  background,  499 ; 
supervisory  activities,  500 ; 
visits  of,  to  classes,  455;  what 
they  do  when  visiting  Sunday 
schools,  490,  495. 

Supervision,  agencies  of,  518; 
cost  of,  269;  first  level  of,  505; 


fourth  level  of,  506;  long  dis¬ 
tance,  effect  of,  507;  methods 
of  classroom,  453;  regular  and 
helpful,  453;  reports,  524,  525; 
second  level  of,  505;  standards 
of,  518;  third  level  of,  506; 
visits  from  state  staff,  524. 

Supervisors,  158;  departmental 
superintendent  as,  462;  method 
of  preparing  for  a  visit  to 
classes,  455;  methods  used  by, 
in  supervision  of  teaching,  456; 
money  expended  for  services 
of,  247;  should  be  trained  from 
bottom  up,  507;  use  of  statisti¬ 
cal  data  by,  340;  visits  to 
classes,  455. 

Supervisory  systems,  541 ;  In¬ 
diana  Sunday  School  Associa¬ 
tion,  504. 

Supplies  used  in  church  schools, 
short  life  of,  254. 

Survey,  the,  communities  se¬ 
lected  for,  43;  explanation  of 
terms  used  in,  51 ;  general  sum¬ 
mary  of,  and  recommendations, 
54;  general  summary  of,  and 
recommendations,  child  ac¬ 
counting,  62 ;  church  and  re¬ 
ligious  education  plants,  54;  In¬ 
diana  and  the  nation,  87;  ob¬ 
jectives  realized,  88;  organiza¬ 
tion  and  administration,  56; 
supervision  and  promotion,  71 ; 
teachers  and  teaching,  64;  use 
of  survey  data,  80;  historical 
statement  in  connection  with, 
35 ;  method  of  “sampling,”  41 ; 
nine  steps  in  an  educational 
survey  of  this  kind,  38;  objec¬ 
tives  of,  37;  objectives  which 
have  determined  methods  and 
content  of,  88;  organization  of, 
52;  question  schedules,  38;  for¬ 
mulated  to  meet  certain  con¬ 
ditions,  39;  preparation  of,  39; 
problem  of  securing  accuracy, 
40;  team  discipline  and,  40; 
textbooks  used,  40;  scope  of, 
51;  teams,  38;  text  books  used 

[577] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


for  question  schedules,  40;  use 
of  date  of,  in  Indiana,  80. 

Swimming  pools,  122,  150. 

Tallman,  Lavinia,  36. 

Tax,  indirect,  for  denominational 
benevolences,  255. 

Teacher-Training  Class,  the,  453. 

Teachers,  158;  age  and  years  of 
general  education,  a  table,  388; 
age  groups  of  pupils  taught  by 
Indiana,  tables,  406-407;  age 
groups  of  pupils  taught,  tables, 
415-417;  age  of  beginning 
teaching,  368;  tables,  368-370; 
age  of  joining  church,  371 ;  age 
of,  present,  364;  tables  of  age 
and  sex,  364,  367;  amount  of 
schooling,  396;  assignment  of 
lessons,  425;  average,  has  from 
ten  to  twelve  years  of  school¬ 
ing,  435;  average  length  of 
teaching,  six  and  one-half 
years,  41 1;  character  of  ques¬ 
tions  asked  by,  a  table,  423 ; 
church  activities,  380 ;  church 
relationships,  371 ;  classification 
chart  of,  428;  classification  of, 
428;  a  chart  of,  429;  descrip¬ 
tion  of,  428;  classification  of, 
67;  summary  of,  443;  classified 
list  of  magazines  read  by,  394- 
396;  comparison  of,  employed, 
with  population  of  the  state, 
535;  conventions,  404;  corre¬ 
spondence  study  for,  453 ; 
courses,  professional,  taken  by, 
396;  definitions  used  in  apply¬ 
ing  standard  to,  431;  dismissal 
of,  448;  education  and  profes¬ 
sional  preparation  for,  65 ;  edu¬ 
cation  of,  summary  of,  409; 
educational  preparation  for, 
396;  experience,  408;  experi¬ 
ence,  sex  and  location  of,  tables, 
431,  432;  faithfulness  to  church 
school,  380 ;  fathers  of,  362 ; 
filling  out  question-schedules, 
357;  general  conclusions  and 
recommendations,  70 ;  general 

[578] 


education,  67,  384 ;  general  edu¬ 
cation,  sex  and  location  of,  a 
table,  436-437;  general  qualifi¬ 
cations  of,  64,  357 ;  general 
reading,  287;  graded  and  un¬ 
graded  lessons  and  difficulty  of 
getting,  447;  grouping  of,  386; 
income  of,  360;  influences  lead¬ 
ing  to  church  membership,  379 ; 
influence  which  led,  to  join 
church,  and  a  table,  378,  379; 
lesson  preparation,  418;  marital 
state  of,  359;  meetings  of,  404, 
453 ;  meetings  of,  number  of, 
by  table,  188;  method  of  im¬ 
parting  advice  to,  after  visit  to 
class  by  superintendent,  463 ; 
methods  of  questioning,  422; 
money  expended  for,  248;  mo¬ 
tives  for  teaching,  381 ;  a  table 
of,  382;  nativity  of,  359;  need 
of  a  classification  plan,  428;  a 
chart  of,  429;  description  of, 
428;  number  of,  358;  number 
of,  in  Indiana,  by  denomina¬ 
tions,  558-561 ;  number  of 
minutes  spent  in  making  les¬ 
son  assignments,  425 ;  things 
done  by,  in  assigning  lesson, 
426;  number  of,  per  school, 
tables  of,  171-174;  number  of 
pupils,  officers  and,  enrolled 
in  Indiana  from  1870  to 
1920,  537;  number  of  years 
teaching,  a  table,  405;  occupa¬ 
tions  of,  360;  one-fourth  of, 
public  school  teachers  also,  396 ; 
periodicals,  religious,  read  by, 
289 ;  placement  of,  447 ;  plan  of 
classification  applied  to  Sun¬ 
day  school,  435 ;  practice  teach¬ 
ing,  397;  present  age  of,  a 
table,  440;  professional  courses 
offered,  at  Indiana  colleges, 
tables,  397,  399,  400 ;  profes¬ 
sional  training  of,  68,  396;  a 
table  of,  435,  438;  public  recog¬ 
nition  of,  452;  qualifications 
for  eligibility  to  teach  in  public 
schools,  442;  race  of,  351 ;  read- 


INDEX 


ing,  professional,  398;  regular 
and  helpful  supervision,  453 ; 
religious  reading,  287;  resigna¬ 
tion  of,  449;  reasons  for,  449; 
salaries  of,  360;  schools  and 
agencies  for  training,  402 ;  text¬ 
books  used,  401,  403;  sex  of, 
359;  sex  and  years  of  general 
-  education,  a  table,  385;  social 
and  business  meetings  for,  189; 
social  and  economic  back¬ 
ground,  362 ;  sources  of  data 
on,  357 ;  standards  used  by,  to 
determine  success  of  teaching, 
tables,  413-414;  study  of  class¬ 
room  methods,  453;  substitute, 
449;  a  table  of  the  number  of, 
174;  summary,  383;  supply  of, 
446;  teaching  experience,  69; 
time  spent  by,  in  preparing  les¬ 
sons,  419;  time  when  lesson  as¬ 
signment  is  made,  424,  425 ; 
training  of,  74,  4525  class  f.or> 
453 ;  transfer  of,  447 ;  typical 
teacher  is  forty  per  cent,  on  the 
basis  of  general  education,  pro¬ 
fessional  training  and  experi¬ 
ence,  442 ;  untrained,  as  a  class, 
410;  visiting  other,  453;  where 
reared,  362. 

Teacher’s  quarterly  class-book, 

333-  ,  „ 

Teacher’s  year  class-book,  333. 

Teaching,  age  groups  of  pupils 
taught,  41 5-417 1  age  be" 
ginning,  368;  tables,  368-370 ; 
assignment  of  lessons,  425 ; 
character  of  questions  asked  by 
teachers,  423;  classification  of, 
summary,  443;  comparison  of 
supervision  of,  by  general  and 
departmental  superintendents, 
465 ;  demonstration  of  model 
lessons,  453;  departmental  su¬ 
perintendents,  supervision  by, 
459;  education  of  teachers,  sum¬ 
mary  of,  409 ;  educational  prep¬ 
aration  for,  396;  experience, 
69,  408;  in  regard  to  classifica¬ 
tion  plan,  431 ;  experience,  sex 


and  location  of  teachers,  tables, 
431,  432;  measuring  success  in, 
412;  methods  of  classroom  su¬ 
pervision,  453;  methods  of 
questioning,  422 ;  methods  of 
supervisors  as  to,  456;  motive 
for,  381;  table  of,  382;  of 
teachers,  a  table  of,  436,  437; 
practice,  397;  qualifications  of 
superintendents,  444;  qualities 
incidental  to  successful,  458; 
sources  of  data  on,  357;  stand¬ 
ards  and  methods,  412;  stand¬ 
ards  used  to  judge  success¬ 
ful,  456;  superintendent  as  ad¬ 
ministrator  and  supervisor,  444; 
supervision  of,  64,  69,  444; 
summary,  466;  teacher-training 
class,  453;  training  teachers 
while  in  service,  453;  work  of 
superintendents,  464. 

Teams,  survey,  38. 

Telephones,  137. 

Tenderfoot  scouts,  226. 

Terms  used  in  Survey,  explana¬ 
tion  of,  51. 

Textbooks;  cost  of  basic  school 
books  for  Indiana,  253;  dura¬ 
bility,  253 ;  money  expended 
for,  247,  248,  249;  per  capita 
cost  of  public  school  textbooks, 
252;  short  life  of,  254;  used  by 
schools  and  agencies  for  train¬ 
ing  teachers,  401,  403. 

The  American ,  394. 

The  Church  School,  393. 

The  Christian  Educator,  393. 

The  Sunday  School  Worker, 
393- 

Third  Christian  Church  of  In¬ 
dianapolis,  library  of,  146. 

Third  Presbyterian  Church  of 
Rochester,  132,  141,  146,  147. 

Time,  of  Sunday  school  sessions, 
164. 

Time  schedules,  56,  155. 

Toilet  systems,  137. 

Township  and  district  children’s 
division,  500 ;  superintendents 
of,  500-505. 


[579] 


RELIGIOUS  EDUCATION  OF  PROTESTANTS 


Township;  conventions,  73;  of¬ 
ficers,  497;  Sunday  school  as¬ 
sociations,  475;  Sunday  school 
conventions,  514;  young 
peoples  division,  497;  superin¬ 
tendents  of,  497-500. 

Townships,  distribution  of,  ac¬ 
cording  to  number  of  in  coun¬ 
ties,  476. 

Trabue,  M.  R.,  37. 

Trackage,  480. 

Training  of  teachers,  74. 

Training,  summary  of  denomina¬ 
tional,  556. 

Transfer,  of  teachers,  447. 

Treasurers,  156;  of  church 
schools,  and  expenditures  for 
one  year,  240,  241,  243. 

Ungraded  lessons  in  Sunday 
schools,  and  tables,  178-182., 

309. 

United  Brethren  Church,  periodi¬ 
cals  of  the,  392. 

United  Presbyterian  Church, 
periodicals  of  the,  392. 

United  States  census  of  religious 
bodies  for  1916,  538. 

Unity  of  the  Educational  Work 
of  the  Local  Church,  a  pro¬ 
posed  conference  on,  221. 

Updegraff,  Dr.  Harlan,  36,  37, 
243* 

Urban  communities;  sex,  age  and 
church  membership  of  pupils 
in,  table,  298. 

Urban  schools,  ages,  of  pupils  in 
organized  classes,  305,  306;  at¬ 


tendance  in,  326;  percentage  of, 
a  table,  326 ;  pupils  attend 
slightly  more  regularly  than  in 
rural,  326. 

Vault,  the  church,  141. 

Ventilation,  115,  135. 

Visitors,  of  a  Sunday  school,  330. 

Voluntary  leadership,  dependence 
on,  541. 

Warner,  L.  A.,  36. 

Water  supply  system,  137. 

Watson,  Charles  E.,  37. 

West  Point,  church  in,  selected 
for  survey,  50. 

Weigle,  L.  A.,  36,  37. 

Weston,  Dr.  Sidney  A.,  35,  36, 

37- 

Winchester,  B.  S.,  36,  37. 

Windows,  139. 

Wirt,  church  in,  selected  for  sur¬ 
vey,  50. 

Withers,  John  W.,  37. 

Women’s  Foreign  Missionary  So¬ 
cieties,  198. 

Women’s  Home  Missionary  So¬ 
ciety,  198. 

Yocum,  A.  Duncan,  36,  37. 

Young,  Nellie  C.,  481. 

Young  People’s  Boards,  198. 

Young  People’s  Division  of  the 
Indiana  Sunday  School  Asso¬ 
ciation,  481 ;  superintendents  of 
the  county,  485. 

Young  peoples  societies,  officials 
of,  159. 


[580] 


1  1012  01237  5863 


I 


